Suchergebnisse

"Selected case studies from each of the world's continents provide a truly global, comparative context and accessible, in-depth analysis of the historical and contemporary relationships between global universities, national security and intelligence agencies. With the ever-present threat to security worldwide, universities are a key focus not only for monitoring terrorism and extremism but for the commissioning and protection of security-sensitive research and the ongoing recruitment for covert intelligence work. Truly international in focus this text brings together a unique blend of leading authorities on security and intelligence with direct interest in the University"--

The transcripted conversations that represent the substance of this volume are the result of a research project funded by the United Kingdom's Arts and Humanities Research Council. The product of nearly three years of interviews conducted with senior religious figures from a diversity of religious traditions, this book represents a physical and political-theological journey around England – from metropolitan capital through provincial cities and rural hinterlands, from rural episcopal palaces to industrial estates, from London mansion houses to remote mountain monastery – and provides a snapshot of how religious leaders and authority figures respond to contemporary issues of freedom of expression. Religious Authority and the Arts has a substantial introduction that situates the conversations within a theological, political, and cultural framework

Drawing on British Academy and Leverhulme Trust-funded research at the Harry Ransom Center University of Texas at Austin, the article provides a methodological justification for the literary archive in citizenship. The case is made through a study of unpublished and presently unclassified
documents relating to the early history of Poets, Essayists and Novelists (PEN), 1917–1947. Today a voice for freedom of expression worldwide, in its first decades PEN struggled with its apolitical identity, moved to solidarity with writers suffering political repression and compelled
to exclude from its ranks authors actively supporting fascism and Nazism. Outlining three stages in its history, I trace the emergence of PEN as an organization in part resolving this difficulty by a broadly to be interpreted programme of political 'education' rather than narrowly defined
political 'action': Apolitical PEN: 1917–1932; PEN Politicized: 1933–1945; and PEN and Political Education: The Post-1945 Programme. I thereby demonstrate a historical conflation of the literary, the political and the educational within a writers organization of worldwide present-day
significance, a nuanced reading assisted by access to original archival sources. Beyond PEN, I make the case for the literary archive to empirically inform discussion of the theoretically rich relationship between politics, literature and education.

Intro -- Title Page -- Acknowledgments, Dedications, Permissions, and Copyrights -- Introduction -- Chapter 1: State Religious Education -- Chapter 2: State Religious Education and the Question of Religious Purpose -- Chapter 3: In Defense of State Religious Education -- Chapter 4: State Religious Education and the Defense of Religious Vitality -- Chapter 5: State Religious Education and Religious Vitality -- Chapter 6: Securitizing American Public Education in the Age of Multiculturalism -- Chapter 7: State Religious Education, Further Reasons for Concern -- Chapter 8: State Religious Education and Global Civil Religion -- Chapter 9: An Open Conclusion -- Bibliography.

Acknowledging recent research literature on professionalism and religious education across Europe, the article examines the scholars' and senior professionals' views on the curricula aims and objectives in religious education in Finland. Through asking the professionals' views on the aims of RE in relation to supporting of child's growth and development on one hand and the societal aims of RE on the other, the findings were thematically classified into the following categories. Firstly, the aims regarding the supporting of child's growth and development were focused on literacy on religions and worldviews, increasing the understanding on oneself and others, personal growth, and the skills for global citizenship. From the societal perspective, RE was seen important for supporting the understanding as literacy, understanding as empathy, and competences for global citizenship. Finally, as regards the educational model of teaching about religions, these professionals held somewhat varied views. Some favoured an RE model based on teaching groups reflecting children's own worldview affiliations, others supported whole-class instruction, and still others a hybrid model combining elements of both. However, the way in which the instruction is implemented and the position from which religions are examined in education were perceived to be in a key role in this, whatever the formal structures for instruction. ; Peer reviewed

This chapter reconceptualizes current and much vaunted notions of extremism and radicalization within the contexts of a broad, cross-disciplinary research literature and a diverse range of counter-extremism political policies across nation states worldwide. Where intense policy and research interest in 'radicalization' and 'extremism' have intensified rapidly over recent years, the resultant research findings and national/ international policies often conjointly highlight the importance of the educational contexts of youth in simultaneously detecting risks towards radicalization and preventing ideological extremism, along with its (rarer) manifestation in terroristic violence. What tends to be lacking, however, in both the research and policy spaces is sustained critical attention to the perspectives of youths' own views on these matters. Drawing on our current (2018–2023) empirical research project funded by the Academy of Finland, our chapter makes a distinctive contribution to the research literature on radicalization by presenting historical-contemporary analysis and current empirical findings on the context of extremism through the prism of worldviews and value-learning. A particular feature of this contribution is the advancement of a life trajectory model of 'Value Learning Trajectories' (Kuusisto and Gearon 2017a), and a reconceptualization of radicalization within the broader frame of a human-rights-centered 'spectrum of value.' ; Peer reviewed

This Handbook has the potential to redress the distortion of information about particular religions, to add to understanding about what religions have in common, and to suggest how they can work together for justice and peace. In the present day there is a vital resurgence of interest in religions, with new movements emerging from long established religious traditions. There is also, around the world, a growing sense of the need to preserve indigenous religions, even when these have accommodated to imported traditions. The Handbook gives a voice to this resurgence of interest, and addresses inter-religious education from a range of religious viewpoints and contexts. The publication is very timely especially in light of the need for religions of the world to together contemplate and actively promote human rights, social justice and peace, for religions have a specific mandate for this. TOC:Volume 1: Section 1. The philosophical and theoretical aspects of inter-religious education (Ed. Gloria Durka).- Section 2. Religious education for inter-religious engagement (Ed. Marian de Souza). Volume 2 : Section 3. Inter-religious education for social justice and peace (Ed. Kath Engebretson).- Section 4. Inter-religious education for citizenship and human rights. (Ed. Liam Gearon).