Sarah Trimmer was an experienced Sunday and charity school educator, remembered for her popularization of images and fables in children's textbooks. Trimmer's ideas were already well respected during her lifetime and many of her books saw multiple editions, eliciting the interest of such figures as Queen Charlotte and the Dowager Countess Spencer. Her Reflections upon the Education of Children in Charity Schools, first published in 1792, was one of several books she wrote to advise her readers on (...) how to approach the Christian education of the poor. In it, Trimmer passionately advocated for the utility of charity schools, provided that they followed a more age-appropriate and critical curriculum, which she conveniently published as separate editions. Those interested in the history of education, social history, the Society for the Propagation of Christian Knowledge, or the changing voice of female authorship will benefit from this book. (shrink)

This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of Bildung – as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation in early education the paper seeks to clarify the impacts that Bildung has for the constitution of children's subjectivity. Does Bildung bring about a regime (...) of individualization that obfuscates modes of sociality and being with? Are there alternative ways to interpret the modes of subjection in observation? (shrink)

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper “The Child as the Medium of Education” and to as yet unpublished material from (...) his famous card-box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form-giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings. (shrink)

This book was first published in 1946, at a time when most Christian parents in America still trusted public schools and did not even consider educating their children at home or in Christian schools. It demonstrates why public schools were not to be trusted even in 1946. Completely revised, A Christian Philosophy of Education remains the best book-length explanation of Christian education, written by a Christian teacher who taught for 60 years.Contents:Preface; The (...) Need for a World-View; The Christian World-View; The Alternative to Christian Theism; Neutrality; Ethics; The Christian Philosophy of Education; Academic Matters; From Kindergarten to University; Appendix A: The Relationship of Public Education to Christianity; Appendix B: A Protestant World View; Appendix C: Art and the Gospel; Appendix D: How Do We Learn? Appendix E: Can Moral Education Be Grounded in Naturalism? Scripture Index; Index; The Works of Gordon H. Clark; The Crisis of Our Time. (shrink)

The training of teachers in conducting a Philosophical Discussion with children introduces them to a new paradigm of educational authority that modifies and improves their posture, both on the ethical and epistemic levels. This practice contributes to the joy of teaching and learning for three main reasons: it restores meaning to learning by cultivating a heuristic and collaborative relationship with knowledge; it forges a relational ethic that weaves more trusting relationships between teachers and students; it introduces teachers to professional (...) gestures that can be transferred to other pedagogical or educational situations that contribute to improving the school climate. (shrink)

The purpose of the following investigation is to understand how children from the old historic district El Refugio (or Barrio del Refugio) of the city of Puebla (Mexico) live in public spaces and what their days and nights look like. It is extremely important to understand the reasons for their appropriation of various places in the city because it allows one to explore the conditions in which they manifest autonomous attitudes. This article is therefore not only about customs and (...) culture, but also about everyday relationships with the environment. Children are also involved in the activities of the group Re Genera Espacio (RGE) and the team of Benemérita Universidad Autónoma de Puebla (BUAP) in the development of all kinds of educational, artistic, and social activities. Among the most important results obtained is the observation that safety conditions are created by children in independent groups which move to other neighbourhoods (“barrios”), such as San Antonio and Santa Anita. Children make the street their space because they have important knowledge of the area. (shrink)

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper “The Child as the Medium of Education” and to as yet unpublished material from (...) his famous card-box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form-giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings. (shrink)

Legacy of Truth is an introduction to parent-directed classical education. The next new thing in education, it is the latest rage at academic conferences, curriculum fairs, and professional conventions. In reality, though, it is anything but new. It is simply the age-old foundation upon which the Western academic tradition has been built, an approach that prepared students for a joyous lifetime journey of learning.Classical education is a conscious return to the academic disciplines and methodologies that emphasize the (...) basic thinking and character skills necessary to launch young men and women on a path of learning. While it requires hard work, it is not a system of education for intellectuals only. It is an approach that takes seriously the need of all -- men and women, boys and girls -- to be grounded in the good, the great, and the true.Similarly, mentoring is an integral aspect of Christendom's great legacy of truth. Recognizing that all true education is the undertaking of mental and spiritual discipleship in which one person invests in and mentors another, covenantal learning is centered in responsible tutorial and familial relationships. It reinforces the authority and the responsibility of parents to educate their children, and it focuses on the reality that education is not an outcome but the happy result of discipline, commitment, and rigorous workWith the failure of most modern approaches to education evident to all but the most hardened bureaucrat, the serious academic rigor, tutorial discipline, and family involvement of the past are once again in vogue in education. For many, the Christian vision of classical and covenantal education has been revived, and TheLegacy Truth is an introduction for parents and children on the joyous lifetime journey of learning. (shrink)

Basic motor competencies are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index and extracurricular physical activity in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. (...) The motor competence areas, object movement and self-movement, were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA. (shrink)

Digital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonological awareness, research findings on early narrative skills are ambiguous. Particularly, there still is a research gap regarding how app materiality affects children's story understanding. Thus, based on the ViSAR model for picture-book app analysis and data stemming (...) from 12 digital reading dyads containing German monolingual 2- to 3-year-olds and their caregivers this study assessed the narrative potential of a commercial picture-book app and how this is used in interaction. Results of the media analysis showed that the app provides a high number of narrative animations. These animations could be used interactively to engage the child in the story. However, results of the interaction analysis showed that adult readers do not exploit this potential due to their strong concentration on operative prompts and instructions. Furthermore, an explorative analysis of the relation between adults' utterances and children's story comprehension provided preliminary indicators regarding how the length of reading duration and the number of utterances might relate to children's understanding of the story. Findings and methodological limitations of the study are discussed and combined didactically with practical recommendations on how to use narrative animations in interaction effectively. (shrink)

Around 96 percent of children with hearing loss are born to parents with intact hearing, who may initially know little about deafness or sign language. Therefore, such parents will need information and support in making decisions about the medical, linguistic, and educational management of their child. Some of these decisions are time-sensitive and irreversible and come at a moment of emotional turmoil and vulnerability (when some parents grieve the loss of a normally hearing child). Clinical research indicates that a (...) deaf child’s poor communication skills can be made worse by increased level of parental depression. Given this, the importance of reliable and up-to-date support for parents’ decisions is critical to the overall well-being of their child. In raising and educating a child, parents are often offered an exclusive choice between an oral environment (including assistive technology, speech reading, and voicing) and a signing environment. A heated controversy surrounds this choice, and has since at least the late 19th century, beginning with the International Congress on the Education of the Deaf in Milan, held in 1880. While families seek advice from many sources, including, increasingly, the internet, the primary care physician (PCP) is the professional medical figure the family interacts with repeatedly.The present article aims to help family advisors, particularly the PCP and other medical advisors in this regard. We argue that deaf children need to be exposed regularly and frequently to good language models in both visual and auditory modalities from the time hearing loss is detected and continued throughout their education to ensure proper cognitive, psychological, and educational development. Since there is, unfortunately, a dearth of empirical studies on many of the issues families must confront, professional opinions, backed by what studies do exist, are the only option. We here give our strongly held professional opinions and stress the need for improved research studies in these areas. (shrink)

Throughout the history of Christianity, children have often been overlooked in the life of the Church. Since its beginning, the Church of the Nazarene International has gone through a journey from ignoring the value of children, to ministry engaged in permanent advocating on behalf of children and youth. As a Christian, Holiness, and Missional people, Nazarenes around the world have developed their perspective on children and youth through the establishment of specific ministries that include (...) class='Hi'>children and youth in their core values, and by emphasis on intergenerational connections and making historical changes to their procedures manual. All of this has been critical to the meaningful inclusion of children in the active life of the church. Today the Church of the Nazarene together with Nazarene Compassionate Ministries are actively advocating and educating new generations of pastors and leaders to better understand the importance of children and youth in the life of the church. (shrink)

This article focuses on how biblical content and spiritualities can be communicated, probably more effectively, to (late) preschool children by using information technology, which has already been implemented successfully for years in secular and religious environments. Because children enjoy listening to stories, watching cartoons and playing every day, the approach in this research will be to propose a particular construct to communicate biblical content to preschool children. This construct comprises interactive storytelling, cartoon animation and educational gaming, which (...) constitute a trilogy for teaching biblical content and principles to preschool children. This should be done interactively. These three approaches have become fundamental designs and presentations in child education. Churches, Christian nurseries and other Christian educators, in general, are encouraged to develop computer programs according to the construct and strategy proposed in this article for the teaching of the Gospel to late preschool children. The approach in this article will be, firstly, to examine and explore the religious orientation of preschool children and, secondly, to validate and propose how computer technology can be implemented to communicate the biblical content to preschool children via the trilogy of interactive storytelling, cartoon animation and educational gaming in an uninterrupted experience. Contribution: This article argues that the use of interactive storytelling, cartoon animation and educational gaming should be used consecutively and uninterruptedly to communicate the biblical message to preschool children. This is probably the most effective way to keep the attention of these children and to affect their conduct. (shrink)

This book offers a case study of children and young people in Groruddalen, Norway, as they live, study and work within the contexts of their families, educational institutions and informal activities. Examining learning as a life-wide concept, the study reveals how 'learning identities' are forged through complex interplays between young people and their communities, and how these identities translate and transfer across different locations and learning contexts. The authors also explore how diverse immigrant populations integrate and conceptualize their (...) class='Hi'>education as a key route to personal meaning and future productivity. In highlighting the relationships between education, literacy and identity within a sociocultural context, this book is at the cutting edge of discussions about what matters as children learn. (shrink)

This book deals with themes concerning religious education and the spirituality of children. Throughout the seventeen chapters, the book stimulates a scholarly discussion about children and theology. The book makes clear that classical Christian theology can benefit from taking seriously children's voices and reflections about children. The volume demonstrates how nuanced and interdisciplinary reflections can be relevant for Christian and social practices of adults with children and how these practices can influence theology. (...) This volume asks the following questions: - Why is it important that we hear the 'voices of children' and what does this mean for how we treat children and relate to them? - What do the 'voices of children' express? How do children experience society and, in particular, religion, and what do they have to say about it? - What do the 'voices of children' mean for theology, ethics and religious education? In what way can our theology change when we see reality from the perspective of children? This book consists of five parts. In the first part the reader receives an overview of the current challenges concerning children and spirituality. The two chapters of this part offer an introduction to contemporary thinking about children, theology and spirituality and the place of 'children's voices' within this scope. The second part refers to biblical sources for contemporary theological reflection on children. The third part contains pedagogical and ethical reflections on children, as well as a view from practical theology about children in the world and the responsibility of churches. This third part looks mainly at children in relation to society, both in the past and in the present. The fourth part focuses on children living in the family, which is seen as a domestic church. The fifth part takes up the theme of children's spirituality again, showing children's own spiritual reflection and ways of theologizing with children in church and family contexts, by communication, literature and all forms of religious education and/or catechesis. (shrink)

Recent research shows that 20% of children face a form of chronic illness during childhood. The illness and its associated physical and mental challenges can affect such children's ‘being’ and influence how they develop as people. A significant aspect of a child's life that can be profoundly influenced by a chronic illness is education. This study employed a phenomenological approach to shed more light on the special education of such children. Temporality and embodiment were examined (...) as two philosophical bases in the phenomenological education of children with such chronic illnesses. Also, this educational model highlights that phenomenological understanding, and the healing connection in education, can increase the affected children's positive self-concept, directing them towards a satisfying and happy life. (shrink)

The issues concerning education of children and young people are deeply inscribed into Pope Francis’ profound experience, as he gained knowledge and practised educating in Buenos Aires. He worked there in support of the universal education of children and young people who lived in the so-called barrios and villas miseria, which were the districts of poverty in the suburbs of this metropolis. This and other experiences of Jorge Mario Bergoglio contributed to his decisions to discuss the (...) issues of education in the documents written during his pontificate in the Vatican. The author of the article would like to present the issues connected with education of children and young people in the teaching of Pope Francis. This issue is more relevant than in contemporary times, the emphasis was on upbringing rather than on education. Francis emphasises the importance of education as a method of influencing the development of man. It allows for the conscious and planned influencing of children and young people, while the aim of education is to form certain changes of personality. Pope Francis presents the issue of education in his apostolic exhortation Amoris Laetitia in a particular way, as he introduces ethical, moral and sexual education to the reader. In his encyclical Laudato Si’, the Pope refers to ecological education. Contribution: This research relates to United Nations Educational, Scientific and Cultural Organization’s (UNESCO) sustainable goals with regard to quality education. The article is an attempt to find the answers to the questions concerning the way Pope Francis perceives education and its influence on the development of children and young people, as well as to present its most important aspects. (shrink)

Originally published in 1930, this title looks at the education of children. Adler believes the problems from a psychological point of view are the same as for adults, that of self-knowledge and rational self-direction. However, the difference being that due to the ‘immaturity of children, the question of guidance – never wholly absent in the case of adults – takes on supreme importance.’ The title starts by presenting the Individual Psychology viewpoint as a whole, with the later (...) chapters undertaking to tackle in more depth the various interrelated problems of children’s education. (shrink)

Delivery riders became frontline workers who assisted everyone in getting their daily supplies. They transported them to their destinations when the pandemic started, and everyone had to stay home to stop the COVID-19 virus from spreading. Thus, this study explores the experiences, challenges, and coping mechanisms of 15 Female Delivery Riders in Bulacan, Philippines. The study employed Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA). Further, the following themes arise: (1) The Realist, (2) The Accommodated, (3) The Vulnerable, and (4) The (...) Determined. These themes highlighted the experiences and challenges faced by the participants. Moreover, it is highly suggested that female employees should be given preferential assistance given their physical capabilities and role in the family. Thus, local government units should provide an alternative source of income that will allow them to have quality time with their family, especially their children. (shrink)

Education has been acknowledged as the key factor contributing to personality development and identity formation. To ensure appropriate education, it is thus of utmost importance to reflect on the power of the educational content. As a result, respecting Islamic values from a major authentic source, like the Holy Qur’an, paves the ground to fulfil this goal. On the contrary, the first and foremost educators to convey these values are the family, because each person mainly spends the time of (...) one’s education in this small, primary social institution. Above and beyond, the building block of a society and the starting point of a culture, a civilisation and human history is the family. As a noble book of guidance for the human beings, the Holy Qur’an has accordingly shed light on the role of the family. Against this background, this study, adopting a descriptive analytical approach, aimed to investigate the Islamic family from the perspective of the Holy Qur’an with an emphasis on the education of children. Accordingly, the Holy Qur’an reveals that the main purposes of creating a family are inner peace, generational survival and expansion of the faith and monotheism. A healthy family environment can thus have a profound impact on cultivating moral character and virtues. In view of the Holy Qur’an, the family is the first place to seek relief and perform the acts of worship. No divine religions have also given as much value to the family as Islam, which implies its comprehensiveness. Despite much attention to the family in most societies, it receives special importance in the Qur’anic teachings. This article is a review study that dealt with Qur’anic concepts related to education in the family. Therefore, after categorising different Qur’anic verses, analyses have been presented in each category.Contribution: Islam has set many specific programmes and educational instructions from childbirth and then delegated their implementation to the family. Accordingly, this noble religion offers many guidelines for picking a perfect name, breastfeeding and weaning, loving, observing justice and fulfilling promises in relation to children. (shrink)

SummaryBoth Maria Edgeworth and Elizabeth Hamilton drew extensively on Scottish moral philosophy, and especially on the work of Dugald Stewart, in constructing educational programmes that rested on the assumption that women, and especially mothers, were intellectually capable of understanding the importance of the early association of ideas in the training of children's emotions and reasoning powers. As liberals they found in Stewart's work routes toward intellectual and social progress—both for women and for their society as a whole—that stopped short (...) of radical politics and preserved moral certainties compatible with Christian faith. Both were assailed by Evangelical critics; Edgeworth acquired an undeserved reputation for infidelity, but Hamilton resolutely defended her committed but nonsectarian Christian faith, as she broadened her ambitions towards making her own contribution to the philosophy of mind, which she argued was relevant to the education of all classes in a modernising society. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 188-193 [Access article in PDF] Response to June Boyce-Tillman, "Towards an Ecology of Music Education" Mark Garberich Michigan State University June Boyce-Tillman's "Towards an Ecology of Music Education" challenges the foundations of music education philosophy and its application to practice. Beginning with the identification and clarification of what are described as "subjugated ways of knowing," she advocates the (...) restoration and application of these approaches to instruction. She completes the description and definition of the interlocking [End Page 188] areas of musical experience by providing an actual project that exemplifies these tenets. I offer my humble appreciation of the attention she gives to the exploration of alternate approaches to music instruction and to the need for a clearer connection between community and individual and between culture and music education."Toward an Ecology of Music Education" is about values. Values may well be the defining word of this era in Western education and society. Changes in demographics, belief systems, and political dogma have de-stabilized the foundations of social and political frameworks, regardless of their efficacy. So, I would like to elaborate on the values represented in this paper, discussing them in relation to teaching, democracy, and diversity in music education. Values and Teaching Each of us carries our worldview into our work and we cannot deny our philosophical identity. However, the degree to which we allow our worldview to affect our teaching should be limited by the priorities of our instruction. Consider music education as having three broad perspectives: (a) purpose in society, (b) purpose for the individual, and (c) aesthetics (inherent value). The position of the three is not hierarchical and each can be considered apart from the others. We give evidence of our real motivation in music education by the emphasis we place upon each of these three. The aesthetically inclined find appeal in teaching for the inherent value in music. Those who strongly maintain a social agenda may be attracted by the possibilities of improving society as a whole through music education. Plato's view of music education was oriented almost exclusively toward his purposes for society. In his writing, any consideration of effect on the individual was only incidental to his primary concern of its effect on society.The true teacher, however, will always gravitate toward the purpose for the individual. A person is the source of his ideas, and does not the creator stand above his creation? Do music teachers teach music? No, they teach students about music. Though we cannot separate ourselves from our love of beauty of form and expression in music nor can we forget our personal commitments toward improving the world around us, yet we must remember that it is the individual student who is the focus of music instruction. If this is true, we can draw some conclusions about our right to bring about change.Do we have the right to proselytize individual students so that they might become adherents of our worldview? As an evangelical Christian, perhaps even a fundamentalist, I admit that I have observed changes in society over my lifetime with some sadness. It is difficult to see the country I love, which was founded upon Judeo-Christian principles, gradually losing touch with those principles. How will departure from those principles affect the direction and stability of the [End Page 189] nation founded upon them? As a teacher, however, I understand that it is my responsibility to teach students about music and that I have a responsibility to parents, who in a democratic society, hold responsibility not only for the spiritual, moral, and social education of their children, but also for the spiritual, moral, and social direction of a nation. Teachers are obliged to live as moral examples to students and to demonstrate values in their actions, but to consider the wishes of parents when it comes to the advancement of personal agendas. We do not have the right to encroach upon the mentoring relationship between parents and children. We must also be careful lest we... (shrink)

This article examines some of the ways that Muslim and evangelical Christian schools in England and The Netherlands deal with religious education. Various schools take different views about how aspects of religious belief should be taught and how Christian or Muslim belief should be related to the wider curriculum of the school. While some of the schools have attempted to integrate, for example, evangelical Christianity throughout the whole of the curriculum, others have been content to have the (...) religious teaching as a separate component of the curriculum. This paper uses the work of Basil Bernstein to describe and understand the nature of the religious curriculum in these schools. Through a series of case studies of schools and curricula it examines the nature of the curricula and their possible effects on children. (shrink)

Children as learners need adults who love them, even when the children are unable to give anything in return. Furthermore, adults should be able to make wise judgements concerning what is good for the children. The clarification of these principles and of their educational import has to start within our own cultural tradition. Agape (unconditional love, neighbour-love or charity) is a basic concept in the Christian tradition. Phronesis (moral wisdom, practical judgement or prudence) has a key (...) position in the Aristotelian tradition. In his Summa TheologiaeThomas Aquinas has combined these traditions and ethical concepts, with agape (in Latin caritas) as the commanding concept. The article will explore some key challenges and productive resources revealed by this combination for today's education and upbringing. (shrink)

Police officers are vital to maintaining security and the continuity of national functions. Thus, Police officers are more exposed to different kinds of psychological concerns. However, a female in this kind of profession, based on various studies, experienced higher levels of stress because of other factors. Further, the primary goal of this study is to investigate the psychological well-being, lived experiences, challenges, and coping mechanisms of female police officers. Employing the Interpretative Phenomenological Analysis, the findings of this study were: (1) (...) Female police officers had conceptualized themselves as brave, flexible, and adaptive. And they cope with stress with positive thinking that results in healthy psychological well-being. (2) Female police officers showed dedication and engagement to serve the people. They even used their resources for the public and sacrificed most of their time in the office. (3) Female police officers' primary motivation to continue their careers is their families, and serving the public brings joy to them. (4) However, female police officers experience disrespect while working in the field, and they always have fear in their life as police officers. Moreover, they need more time to spend with their families. Furthermore, it is highly suggested to provide opportunities for enhancing quality time with their family, specifically with their children. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Three Pillars of Catholic EducationArchbishop Salvatore CordileoneIntroductionOn February 13, 1999, then-Cardinal Joseph Ratzinger visited St. Patrick's Seminary and University in Menlo Park, California. He gave a lecture entitled, "Faith and Culture." Pope St. John Paul II had only back in September of the previous year published his momentous encyclical Fides et Ratio. Purposely placing his own remarks under the umbrella of that encyclical, Cardinal Ratzinger used the opportunity (...) at St. Patrick's Seminary to discuss the growing relativism which was even at that time eroding our culture.He began his lecture by using an example from C. S. Lewis's great work The Screwtape Letters. The future Pope remarked:This book consists of fictional letters from a senior devil who is giving advice on how best to proceed to one beginning in the work of leading men astray. The younger devil has expressed concern to his superior that especially intelligent people, in particular, might read the books of wisdom of the ancients and might thus come upon the track of the truth. Screwtape calms him by pointing out that the "Historical point of View," with which the intellectuals of the Western world have fortunately been inculcated by the devils, means in fact that "when a learned man is presented with any statement in an ancient author, the one question he never asks is whether it [End Page 7] is true. He asks who influenced the ancient writer, and how far the statement is consistent with what he said in other books, and what phase in the writer's development, or in the general history of thought, it illustrates, and how it affected other writers," and so on.1The startling truth is that now, almost twenty-five years later, what Cardinal Ratzinger articulated back in 1999 has only crystallized. In almost every area of our culture, the notion of truth has receded due to the acidic encroachment of relativism. As a culture we have given up on any hope of finding truth and instead consigned reality to something that is determined by the individual. We see the extent to which this relativism has taken hold of our culture in the now-famous words of Supreme Court Justice Anthony Kennedy: "At the heart of liberty is the right to define one's own concept of existence, of meaning, of the universe, and of the mystery of human life."2 In this breathtaking statement, Justice Kennedy seemingly makes irrelevant the entire history of Western civilization. The irony, of course, is that it is precisely the course of Western philosophy and thought which has steered the culture in such a direction that it could produce a Supreme Court justice who would articulate such a bewildering statement. For we do not, nor can we, exist in a philosophical vacuum. And such is the great irony of this moment that we occupy—it is on the ash heap of Western civilization that relativists stand attacking the very history which brought them to be there in the first place.Given this sad reality, we can see Cardinal Ratzinger's criticism from 1999 as a clarion call, and as prophetic in describing what has transpired in the decades since. The complete dominance of relativism in all its forms demands that we return to the primacy of truth. But it is not only unfettered relativism that necessitates this return to truth. The return to the splendor of truth becomes all the more important for us as Christians. As the First Letter of St. Peter makes clear, the Christian is to purify his soul by obedience to the truth (1 Pet1:22). And in the Gospel of St. John, we are told that Christ is the true Light who enlightens all, and who gives the power to become children of God to those who receive him (John 1:9–11).In this vein, I would like to present what I believe is the strength of Catholic education and the need to restore a truly Catholic vision. To this end, I believe Cardinal Ratzinger was correct in his forecast of the repercussions of bracketing out truth from our culture. While the broader repercussions of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Karl Barth and Christian Ethics: Living in Truth by William WerpehowskiJames W. SkillenKarl Barth and Christian Ethics: Living in Truth William Werpehowski BURLINGTON, VT: ASHGATE, 2014. 172 PP. $54.95 (PAPERBACK), $153.00 (CLOTH)In this two-part volume, William Werpehowski aims in part 1 to elucidate Karl Barth's "approach to the nature and source of the good, the divine command in its relation to the personal history of a (...) moral agent, and the place of narrative in Christian ethics" (xii). The author does this both by exposition of Barth's writings and by engaging with the arguments of other students of Barth, including James Gustafson, Stanley Hauerwas, John Webster, Matthew Rose, and Gerald McKenny. The titles of the chapters of part 1 indicate the ground being covered: "Divine Commands and Philosophical Dilemmas," "Command and History," "Narrative and Ethics," and "Realism and Discernment." In part 2 the author presents diverse essays on "virtue, moral practices, and discernment," most of which deal with the rearing and education of children, which shows the author's sympathy with Barth even as he draws on other traditions of Christian ethics.Werpehowski's exposition is generally clear and detailed as he seeks to explain and defend Barth's identification of the norm for human ethics with the subject, Jesus Christ. According to Barth, "humanity's obedience to God … must always be obedience to and conformity with Jesus Christ. He is the criterion by which is measured all demands on our behavior" (6). Furthermore, "God's eternal will is for humanity in Jesus Christ; the normative criterion is identical to God's will and the history it accomplishes" (7). Although the response to God's electing love in Christ should be willing obedience, Barth (with Werpehowski) does not deal substantively with the accountability of those who do not so respond. In the end, for Barth, God's "Yes" in Christ always trumps God's "No" to sin (see 65–69).At times the author's defense of Barth appears to be more a deflection of, than an engagement with, the criticism. One example: the author offers a brief summary of Nigel Biggar's sympathetic criticism of Barth at the point where he believes Barth deals inadequately with human responsibility and accountability. Werpehowski acknowledges the legitimacy of Biggar's point—"that the temporal world of eternal grace may be depicted as our one common world only if creaturely rationality and non-arbitrary moral justification are prominently affirmed" (63); he states that Biggar is trying to save Barth "at his best" from a weakness in his position. Yet Werpehowski's next step is to say that Biggar's correction "is in danger of being an overcorrection" because his [End Page 212] moral justification requirement "belongs more to the periphery of the ethics of [Barth's] divine command" (64). That requirement, says Werpehowski, "must be governed by the central significance of the gracious God who commands in the reality of the ethical event" (64).Werpehowski's book is worthy of careful study, especially by those who want to understand Barth in relation to other ethicists. A criticism I have concerns the limits of Barth's ethics with respect to human institutions and social practices for which humans bear communal responsibility. Werpehowski acknowledges that those limits are due to Barth's focus on the relation of Christ to the individual person in the "ethical event." By contrast, at a few points in part 2, Werpehowski draws in Dietrich Bonhoeffer, who insists that it is in "friendships, families, work, citizenship, and life in the church" where Christ is present preserving and reconciling the world to God (141). Despite all the attention in recent decades to Christian social and political ethics, the author does little with that subject in either his assessment of Barth or in the chapters of part 2.James W. SkillenPresident (retired), Center for Public JusticeCopyright © 2017 Society of Christian Ethics... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Crisis of Authority From Holy Obedience to Bold Moral Imagination in European ChristianityKajsa AhlstrandIf we speak of a crisis of authority in Christianity we need to have some kind of common understanding of Christianity. The religion called Christianity is found in all inhabited continents and in a great variety of cultural forms. Two recent lists of countries with the greatest number of Christians show that the United States (...) is the country with the greatest number of Christians, followed by Brazil and Mexico.1 The Americas are on the top of the lists, but among the top ten we also find three Asian countries (China, India, and the Philippines), two African countries (Nigeria and the Democratic Republic of Congo), and four European countries (France, Russia, Germany, and Italy). (Australia is not on any of the lists since the total number of Australian citizens is smaller than the number of Christians in the top ten countries.) Although Christians live on all continents, it is a well-known fact that the majority of Christians now live in the Southern Hemisphere.When we talk about Christianity as an entity we have to be aware that there are enormous variations within Christianity with regard to cultural traditions, standard of living, level of education, and so on. A French Roman Catholic professor of theoretical physics may have very few convictions in common with a Pentecostal Nigerian peasant, although they both regard themselves as Christians.One way of looking at this diversity of values within Christianity is to go to the Inglehart-Welzel cultural map of the world.2 This map shows eight different “fields” of values located within a grid determined by two axes. The vertical axis goes from traditional to rational-secular values, the horizontal axis from survival values to self-expression values.The traditional values to secular-rational values dimension is described as “...the contrast between societies in which religion is very important and those in which it is not. [...] Societies near the traditional pole emphasize the importance of parent-child ties and deference to authority, along with absolute standards and traditional family values [...]. Societies with secular-rational values have the opposite preferences on all of these topics.” [End Page 49]The other dimension, survival values to self-expression values, is described thus: “Self-expression values give high priority to environmental protection, tolerance of diversity and rising demands for participation in decision making in economic and political life. These values also reflect mass polarization over tolerance of outgroups, including foreigners, gays and lesbians and gender equality. The shift from survival values to self-expression values also includes a shift in child-rearing values, from emphasis on hard work toward emphasis on imagination and tolerance as important values to teach a child.”When we apply this to the geographical dimensions of Christianity, we find that societies dominated by Christianity or in which there are significant numbers of Christians are found in every field of the map. This makes it difficult to speak of “Christian values” as if there were any values held by all or even a majority of Christians. Instead we find Christians in Africa who tend to embrace survival and traditional values—that is, religion is very important in their lives and they emphasize the importance of obedience to authority, especially within the family—whereas in the opposite diagonal corner (secular-rational values coupled with self-expression values) we find the Nordic countries, where, although the majority of the population belong to a church, religion plays a very limited role in day-to-day life and children are encouraged to rely on their empathy and imagination rather than to obey their parents and teachers.When we, in the following, move to the topic of a possible crisis of authority in Christianity, we have to remember that the suggested crisis is by no means a universal one. If we use Inglehart’s value map, the crisis of authority is located in the societies that score high on self-expression values, and if they also score high on secular-rational values the “crisis” is further aggravated. What the map does not show, however, is that there are individuals and groups within every... (shrink)

Free universal primary education has been promoted globally since the declaration of Education for All in 1990. As a result, the number of school-going children in the developing world has increased at an unprecedented scale and governments have run short of educational facilities and qualified teachers. Millions of children have been left without access to school and those who enrolled received poor quality education. Low-fee independent schools, which charge small fees, have mushroomed everywhere in response (...) to parental demand for access and quality education. Low-income families began to send their children to LFISs rather than government schools. Despite the critical role they play in providing access and quality education, LFISs were faced with challenges that hindered them from unleashing their full potential. Edify was founded in 2009 with the vision of flourishing Godly nations to stand alongside Christian LFISs through the provision of loan capital, training and education technology services to enable them to improve and expand sustainable Christ-centred education globally. During its eight years of operation, Edify has cumulatively partnered with around 3500 schools, having an impact on 1 million children. Over 20,000 school leaders and teachers have been trained in conjunction with local training partners. With the recycling of repayment through local lending partners, Edify has dispersed US$21.9 million in total loans to schools. With a brief historical background of LFISs, this article presents the rationale, content and modus operandi of Edify’s programme. (shrink)

This is the sequel to Logic. A disciplined mind is one of the most conspicuously missing things in our society. This book can help alleviate that malady. The subtitle of this book is, "Communication of useful knowledge in religion, in the sciences, and in common life." This is a lithograph of an 1833 edition printed in London which also contains "A Discourse on the Education of Children and Youth.".

What role should discussion of morality play in the moral education of children? There seem to be good reasons to believe that they should play a very minor role at best. Engaging children in philosophical dialogue about values is useless, it may be contended, because children are not truly rational. Also we cannot, for example, convince someone to be caring. Such discussion might even be dangerous, it may be claimed, because it will lead children to (...) despair or to skepticism. On this view, what children need, rather, is something more akin to training or habituation. We should show them what is right and what is wrong. (shrink)

In Denmark, teaching the famous fairy tales of Hans Christian Andersen poses a challenge in primary education because cultural heritage status and oversimplified readings make it difficult to engage students in authentic readings. A strategy could be to use philosophical dialogues from the tradition of philosophy with children because this is a student-centred approach to teaching where students explore questions and ideas together, and where the teacher assumes the role not as authority, but as facilitator of the (...) dialogue. This kind of dialogic teaching has been encouraged as especially suitable for literary education where teachers aim to engage students in reading the literature with an open mind. However, this article presents a case study that gives reason for caution. It analyses materials for philosophical dialogues on Hans Christian Andersen’s fairy tales and concludes that despite the dialogic ideals, the teaching design caves in to the weight of the cultural and historical impact of Hans Christian Andersen and his work. (shrink)

Realities of the formed information society made actual for inclusive education a problem of formation of professionals of the new directions capable to apply information technologies to improvement of interaction between participants of process of distance learning. Until recent time the institute of distance learning had no analogs in our educational system. It has to become one of the most important elements of the organization of remote education. Inclusive education becomes the new strategic direction of modern (...) class='Hi'>education in Russia, its program of development to 2020 is designated by the Federal law ‘About the education in the Russian Federation‘ which has come into force on September 1, 2013. Ideas of inclusive training were born from a pressing need of society to help children to be integrated with features of development into society. Without it a creation of a new civilized society, the education system that meets the requirements of the humanistic principles is not possible. In this connection, creation of a substantial and technological basis of the organization of inclusive education of children in the mode of distance learning is an extremely important for today social, moral and pedagogical problem. In its center are the development of the subject, granting equal opportunities to each pupil to build the individual educational trajectory, culturological cultivation of the person capable to take an independent position in relation to external conditions. Distance learning serves as strong and active technology of socialization of such children. However, in the theory and a technique of training, the problem of distance learning of children with disabilities is insufficiently solved that is caused by unavailability of most of teachers to apply these technologies. There is a contradiction between objective practical need of distance learning for children with disabilities and insufficient readiness of a theoretical and technological basis. This is a main problem discussed in the study. In theoretical plan, it is a problem of development of the practical-focused theoretical and technological basis of distance learning of children with disabilities. On the practical level, it is a problem of formation of the subject information and education environment, designing of the contents, definition of methods, pedagogical technologies, the conditions of formation promoting achievement of the planned educational results and development of cognitive independent activity without prejudice to health of children on the basis of the accounting of their individual abilities. Technological effectiveness of the purposes is provided with prediction of educational results, their expression through requirements to actions of pupils. Recent time, children only start studying and mastering remote technologies therefore, first of all, they have to seize rational ways of educational activity and learn to work with information, i.e. priority value has to be allocated for formation of informative and logical and informative and information universal educational actions. (shrink)

Ideas about child education are inevitably underpinned by particular views of children, including their nature and development. The purpose of this paper is to discuss C. G. Jung's account of child education in relation to his psychological theory and view of children. However, as Jung's theory predominantly concerns the psychological development of adults and not children, the current paper makes selective use of Jung's texts that focus on children, and examines what Jung calls ‘the (...) other half’ of education that works through the teacher's personality indirectly affecting the student's development of personality. From a close study of Jung's texts, the paper discusses the nature and the extent of children's involvement in ‘the other half’ of education and considers some problems with Jung's account of unconscious education. The paper identifies the active and autonomous roles played by children in unconscious education and suggests that Jung's account of ‘the other half of education’ could provide fresh insights about the meaning and quality of education. (shrink)

The pandemic has adversely impacted children. The vaccine roll-out to children aged 12 - 17 years is important to curb the spread of the virus and allow children to revert to some form of normality. Children’s rights to equality, education, health and food have been impeded during the pandemic. However, there is a persistent hesitancy towards the vaccine roll-out. This is apparent from a case before the High Court in Pretoria, in the pending matter between (...) the African Christian Democratic Party and others v The Minister of the National Department of Health: Dr M Phaahla and Others. SECTION27’s intervention as amicus curiae highlights the importance of vaccines, and provides evidence to illustrate the adverse impact of the pandemic on learners’ rights to equality, education, food and health. Further, the evidence illustrates the inequalities that exist among learners. (shrink)

Parents are generally viewed as having broad discretion when it comes to the decisions they make for their children. With the exceptions of outright abuse and neglect, society does not interfere with many of those decisions. Nowhere is parental decision making considered more sacrosanct than in the area of the religious upbringing of children. Parents are assumed to have the right to instill their particular religious beliefs and practices—beliefs and practices that may include intolerant, sexist, misogynistic, or racist (...) ideas—provided that this inculcation does not harm the child. (shrink)

Analyzing Montaigne's triptych painting, “Of the Education of Children,” reveals a series of ever-morphing, Dorian Gray–like canvases that depict metaphor mutations through which Montaigne defined education by distinguishing between schooling a child into a learned man and educating him into an able, active, and gentle person. Montaigne used metaphor and metaphor clusters to image key points in his educational philosophy, advanced his argument by intertwining, transmuting, and inverting metaphors, and thereby drew and vividly painted his philosophy of (...) how to educate a person from cradle to coffin. Because the etymology and pronunciation of “essay” (from the French essai) support Montaigne's imaging and exploiting of this genre's creative potential, Virginia Worley begins by considering the term's etymology before positioning her analysis of Montaigne's work within metaphor research. She then examines the metaphors Montaigne used to paint the triptych word painting that embodies his philosophy of education: the meaning and value of educating in and for the art of living well. (shrink)

From a problem that concerned only a small number of people, migration has become a constant concern both nationally and internationally. The concrete realities in different regions have become over time subjects of analysis and reflection in order to find solutions that meet the many theoretical and practical issues raised by migration. In Romania people are increasingly discussing about migration and its implications on all sectors of human life. In this context, the Romanian Orthodox Church is called by his priests, (...) to contribute to the integration of people of other nationalities, cultures and beliefs that are established here and at the same time, to help her spiritual children living and working in different parts of the world to preserve and to confess their Orthodox Christian faith. Moreover, it should take care of their families in the country and to contribute to the education of children, whose parents are away, in the spirit of the Christian tradition. (shrink)

"Margaret L. King has put together a highly representative selection of readings from most of the more significant—but by no means the most obvious—texts by the authors who made up the movement we have come to call the 'Enlightenment.' They range across much of Europe and the Americas, and from the early seventeenth century until the end of the eighteenth. In the originality of the choice of texts, in its range and depth, this collection offers both wide coverage and striking (...) insights into the intellectual transformation which has done more than any other to shape the world in which we live today. It is _simply the best introduction to the subject now available_."_ —Anthony Pagden, UCLA, and author of _The Enlightenment and Why It Still Matters_ Contents:_ Chronology, Introduction _Chapter One - Casting Out Idols: 1620–1697_ _Idols, or false notions: _Francis Bacon, _The New Instrument_ _I think, therefore I am: _René Descartes, Discourse on Method _God, or Nature: _Baruch Spinoza, _Ethics_ _The system of the world: _Isaac Newton, _Mathematical Principles of Natural Philosophy_ _He searched for truth throughout his life: _Pierre Bayle, _Historical and Critical Dictionary_ _Chapter Two - _The Learned Maid: 1638–1740 _A face raised toward heaven:_ Anna Maria van Schurman, _Whether the Study of Letters Befits a Christian Woman_ _The worlds I have made:_ Margaret Cavendish, _The Blazing World_ _A finer sort of cattle:_ Bathsua Makin, _An Essay to Revive the Ancient Education of Gentlewomen_ _I warn you of the world:_ Madame de Maintenon, _Letter: On the Education of the Demoiselles of Saint-Cyr_, and _Instruction: On the World_ _The daybreak of your reason:_ Émilie Du Châtelet, _Fundamentals of Physics_ _Chapter Three - _A State of Perfect Freedom: 1689–1695 _The chief criterion of the True Church:_ John Locke, _Letter on Toleration_ _Freedom from any superior power on earth:_ John Locke, _Second Treatise on Civil Government_ _A white paper, with nothing written on it:_ John Locke, _Essay Concerning Human Understanding_ _Let your rules be as few as possible:_ John Locke, _Some Thoughts Concerning Education_ _From death, Jesus Christ restores all to life:_ John Locke, _The Reasonableness of Christianity, as Delivered in the Scriptures_ _Chapter Four - All Things Made New: 1725–1784_ _In the wilderness, they are reborn:_ Giambattista Vico, _The New Science_ _Without these Names, nothing can be known,_ Carl Linnaeus, _System of Nature_ _All the clouds at last are lifted:_ Anne Robert Jacques Turgot, _The Successive Advancement of the Human Mind_ _A genealogical or encyclopedic tree of knowledge:_ Jean le Rond d’Alembert, _Preliminary Discourse_ _Dare to know! :_ Immanuel Kant, _What Is Enlightenment?_ _Chapter Five - Mind, Soul, and God: 1740–1779_ _The narrow limits of human understanding:_ David Hume, _Anof a Book Lately Published_ _The soul is but an empty word:_ Julien Offray de La Mettrie, _Man a Machine_ _All is reduced to sensation:_ Claude Adrien Helvétius, _On the Mind_ _An endless web of fantasies and falsehoods:_ Paul-Henri Thiry, baron d’Holbach, _Common Sense_ _Let each believe that his own ring is real:_ Gotthold Ephraim Lessing, _Nathan the Wise_ _Chapter Six - Crush That Infamous Thing: 1733–1764_ _This is the country of sects:_ Voltaire, _Philosophical Letters_ _Disfigured by myth, until enlightenment comes:_ Voltaire, _The Culture and Spirit of Nations_ _The best of all possible worlds:_ Voltaire, _Candide_ _Are we not all children of the same God?:_ Voltaire, _Treatise on Tolerance_ _If a book displeases you, refute it! :_ Voltaire, _Philosophical Dictionary_ _Chapter Seven - Toward the Greater Good: 1748–1776_ _Things must be so ordered that power checks power,_ Charles de Secondat, baron de Montesquieu, _The Spirit of the Laws_ _Complete freedom of trade must be ensured:_ François Quesnay, _General Maxims for the Economic Management of an Agricultural Kingdom_ _The nation's war against the citizen: Cesare_ Beccaria, _On Crimes and Punishments_ _There is no peace in the absence of justice:_ Adam Ferguson, _An Essay on the History of Civil Society_ _Led by an invisible hand:_ Adam Smith, _An Inquiry into the Nature and Causes of the Wealth of Nations_ _Chapter Eight - Encountering Others: 1688–1785_ _Thus died this great man:_ Aphra Behn, _Oroonoko: or The Royal Slave_ _Not one sins the less for not being Christian: _Lady Mary Wortley Montagu, _Embassy Letters_ _Do you not restore to them their liberty?:_ Guillaume-Thomas Raynal, _Philosophical and Political History of European Colonies and Commerce in the Two Indies_ _Some things which are rather interesting:_ Captain James Cook, _Voyage towards the South Pole, and Round the World_ _The inner genius of my being:_ Johann Gottfried von Herder, _Ideas for a Philosophy of the History of Humankind_ _Chapter - Nine Citizen of Geneva: 1755–1782_ _The most cunning project ever to enter the human mind: _Jean-Jacques Rousseau, _Discourse on the Origin and Foundations of Human Inequality_ _The supreme direction of the General Will:_ Jean-Jacques Rousseau, The Social Contract _Two lovers from a small town at the foot of the Alps,_ Jean-Jacques Rousseau, _Julie, or the New Heloise_ _Build a fence around your child’s soul:_ Jean-Jacques Rousseau, _Emile, or On Education_ _This man will be myself:_ Jean-Jacques Rousseau, _Confessions_ _Chapter Ten - Vindications of Women: 1685–1792_ _No higher design than to get her a husband:_ Mary Astell, _Reflections on Marriage_ _The days of my bondage begin:_ Anna Stanisławska, _Orphan Girl_ _A dying victim dragged to the altar:_ Denis Diderot, _The Nun_ _Created to be the toy of man:_ Mary Wollstonecraft, _Vindication of the Rights of Woman_ _Man, are you capable of being just?:_ Olympe de Gouges, _Declaration of the Rights of Woman as Citizen_ _Chapter Eleven - American Reverberations: 1771–1792_ _I took upon me to assert my freedom:_ Benjamin Franklin, _Autobiography_ _Freedom has been hunted round the globe:_ Thomas Paine, _Common Sense_ _Endowed by their Creator with certain unalienable Rights:_ Thomas Jefferson and Others, _Declaration of Independence_ _A safeguard against faction and insurrection:_ James Madison, _Federalist No. 10_ _An end to government by force and fraud:_ Thomas Paine, _The Rights of Man_ _Chapter Twelve - Enlightenment's End: 1790–1794_ _A partnership of the living, the dead, and those unborn:_ Edmund Burke, _Reflections on the Revolution in France_ _The future destiny of the human species:_ Nicolas de Condorcet, _A Sketch of a Historical Portrait of the Progress of the Human Mind_ Texts and Studies, Index. 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