Learning from exemplars: emulation,character formation and the complexities of ordinary life

In the field of character education role-modelling is advocated as an important pedagogical strategy. It is supposed that students learn from ‘significant others’ who exemplify important virtues and values. However, in these strategies it is not clear what and how students precisely can and should learn from exemplars and how the following of exemplars relates to the educational aim of ‘becoming a self.’ In this article, it is argued that modelling is only a relevant pedagogical strategy if moral exemplars are somehow related to life in its full extent, including its moral complexities and ambiguities. Understanding moral exemplarity demands not only the reappropriation of an Aristotelian conception of emulation but also an understanding of the typical modern relocation of moral exemplarity in the fullness of life, importantly originating from what Charles Taylor calls the Protestant ‘affirmation of ordinary life.’ In addition, a distinction is introduced between ‘role exemplarity’ and ‘existential exemplarity.’ Based on this distinction it is argued that emulation should not be limited to learning from role models, but should also include something that runs deeper, to the depth of our own subjectivity or self.     

Experiencing (Im)potentiality: Bollnow and Agamben on the Educational Meaning of School Practices

This article explores the uses of Agamben’s philosophy for understanding the educational meaning of practices that typically take/took place at school, such as the collective rehearsal of the alphabet or the multiplication tables. More precisely, I propose that these forms of ‘practising’ show what schooling, as a particular and historically contingent institution, is all about. Instead of immediately assessing the ‘practice of practising’ in terms of learning outcomes, I turn to Bollnow’s attempt to analyze this phenomenon in a substantially educational way, which for him essentially consists in opposing practising and learning. I show that his analysis is superficial and that we need Agamben’s notion of ‘potentiality’ in order to come to grips with the sense of this phenomenon. This will allow to see that practising concerns an uncommon way to relate to a subject matter that makes possible a transformation of individual and collective existence. The main objective of this investigation is not to hold a plea for reintroducing obsolete pedagogical methods, but to rethink the very meaning of education.     

Teaching about Christianity: a configurative review of research in English schools

This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion’s current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the selection of 58 publications. Then the article’s theoretical frame is explained, drawing on activity theory, and the analysis is set out under three broad organising principles: (1) Teachers’ professional and pedagogical intentions; (2) How teachers draw on different pedagogical strategies to enact these intentions, for example systematic or thematic approaches; and (3) How these intentions and strategies affect pupil learning, such as pupils’ conceptions of difficult topics. The implications for research in religious education are then drawn together, notably the need to consider the pedagogical issues for different religions individually.     

Journeys Through the Heart: the effect of death,loss and conflict on children's worldviews

This article will present research with young children on the above topic. It will address the way in which children respond to events that demand reasoned and imaginative ontological constructions in order to reframe their sense of reality. The article identifies how these experiences trigger the development of children's thinking and assesses what provision is demanded of schools. The article will also argue that one of the greatest hindrances to children's development are the constructions of childhood we, as adults, place upon them through an analysis of the ‘culture of sentimentality’ we construct to prevent hearing the reality that they convey. As a consequence we protect ourselves from confronting issues that we find difficulty in resolving and are nervous of acknowledging as part of our pedagogical responsibility. The article will conclude by examining our understanding of the concept of liminality and the strategies that children use to ensure that relationships with significant individuals in their life continue beyond the grave     

The Form of Reason: Participation in the Work of Richard Hooker,Benjamin Whichcote,Ralph Cudworth and Jeremy Taylor

The article traces the centrality of the patristic doctrine of theosis in the work of four significant figures in seventeenth century Anglican theology. Particular attention is paid to their understanding of reason as a participation in the incarnate Logos. Attention is drawn to their pedagogical method, which sees theology as ‘rather a divine life than a divine knowledge’ (Taylor), and to their reticence in defining too precisely the content of doctrine. Finally the Anglican via media is seen not as a political compromise, but as one way of fruitfully expressing the mediating grace between Creator and creation.     

Teaching critical psychology of ‘race’ issues: problems in promoting anti‐racist practice

The aim of this paper is to illustrate the difficulties faced by teachers of issues related to ‘race’ and racism in psychology when trying to develop anti‐racist practice in their teaching. I argue that the promotion of anti‐racist practice can be impeded by the institutionalised cultures of some psychology departments and that such cultures have developed out of an over‐reliance on positivist ideas. Positivism obscures the fact that knowledge is constructed from positions of power and privilege, which in turn obscures the social and ideological construction of ‘race’. This is clearly a problem when trying to develop anti‐racist practice in teaching. It also leads to fixed ideas about what should be included in teaching content and what can be considered as good pedagogical practice, where notions of ‘balance’ and ‘neutrality’ are advocated, effectively overriding arguments for understanding the dynamics of knowledge production. It also obscures the power and privilege associated with workings of ‘whiteness’. I illustrate this by presenting examples from my own experiences of teaching ‘race’ issues on undergraduate degree courses. I conclude with suggestions for developing anti‐racist teaching by proposing a collective reflexive approach to changing institutional cultures that are currently at odds with anti‐racist practice. I also invite further discussion and suggestions on how best to achieve such collective conscientisation. Copyright © 2007 John Wiley & Sons, Ltd.     

The core of religious education: Finnish student teachers’ pedagogical aims

This article investigated the core of religious education (RE) by examining Finnish student teachers’ pedagogical aims in the context of Lutheran RE. The data consisted of essays (N=82) analysed in a deductive manner using the main concepts of the didactic triangle together with the aims of the Finnish National Core Curriculum. The student teachers identified familiarising oneself with one’s own and other religions in addition to growing ethically and understanding the religious dimension of life as the core goals of RE. By attaining these goals, pupils may also achieve the higher order aims of RE and cross-curricular goals of the curriculum. A teacher’s pedagogical and moral competence as well as expertise in subject matter was emphasised, and the pedagogical relation with students was also seen as important. A deeper understanding of pupils and the importance of a didactic relation in teaching were identified as pedagogical aims that need to be pursued further.     

The pedagogical imperative of values education

Recent research has exposed the potential of quality teaching to exercise a positive influence on student achievement. Extending beyond surface and factual learning, quality teaching has posited conceptions of ‘intellectual depth’, ‘communicative competence’ and ‘self‐reflection’ as being central to effective learning. Implicit in these conceptions are values dimensions reflected in notions of positive relationships, the centrality of student welfare, school coherence, ambience and organisation. The influences of these on student learning, welfare and progress have been observed across public, private and religious sectors, thus confirming earlier studies of similar phenomena in religious schools. Evidence from the Australian Government's Values Education Good Practice Schools Project indicates the benefit to all schools of reflecting on, re‐evaluating and rethinking the implications of values education for curricula, classroom management and school ethos in the interests of student wellbeing and progress. This indicates a pedagogical imperative for values education which extends beyond boundaries of personal or systemic interests and ideologies.     

The Geopolitics of Gulf Sport Sponsorship

ABSTRACT

The names of two major Gulf airlines, Qatar Airways and Emirates, have saturated the European football scene for many years, sponsoring some of the most prominent European teams and FIFA itself. These state-backed airlines are also active in motorsports, rugby, cycling, tennis, golf, cricket, and equestrian sport, while several prominent Gulf elites and royal family members have recently taken over major sports franchises in Europe and elsewhere. How should we understand these far-reaching sponsorship agendas in the Gulf? What can they tell us about the politics and ethics of international sport on the Arabian Peninsula? Moving beyond the general readings of Gulf sport sponsorship as an exercise in ‘soft power,’ this article shows how these deals are strategic nodes for diverse actors in the Gulf and in the international sporting community to advance various interests: personal, political, financial, and otherwise. Informed by a critical geopolitics lens that questions the coherence of the ‘state’ as an actor, I ask what it means to say that ‘the Gulf’ sponsors sport, and more specifically investigate the relevant actors behind these sponsorship deals. To do so, this article examines regional and global political economy through a focus on three Gulf airline sponsors, Emirates, Etihad, and Qatar Airways, and three elite sports sponsors—the UAE’s Sheik Mansour, Qatar’s Nasser bin Ghanim Al-Khelaïfi, and Sheikh Nasser of Bahrain. By decentering ‘soft power’ approaches to sport that unduly emphasize the ‘state’ as an actor, this article suggests a more grounded approach to the geopolitics of sport in the Arabian Peninsula, which simultaneously acknowledges the complicity of Western actors and institutions in the rise of Gulf sports sponsorship deals in the past decade.     

Good education,the good teacher,and a practical art of living a good life: a Catholic perspective

What is good education? We value education for reasons connected to the good provided by education in society. This good is connected to be the pedagogical aim of education. This article distinguishes five criteria for good education based on the concept of ‘Bildung’.

Next, these five criteria are used to develop the idea of the good teacher. The rationale behind the analysis is that the good teacher should be able to realise what we consider to be good education. There are different traditions of religiously affiliated schools in the world. This article gives insight into the idea of the good teacher in two documents of the Catholic Congregation of Education on the lay teacher. Finally, the article focuses on the formation of a practical art of living a good life. Again, the five characteristics of good education structure the analysis of this type of educational formation.     

Orthodoxy revisited: the postsecular classroom

As is the case with many new intellectual concepts, the definitional parameters of the term ‘postsecular’ are in flux and ultimately will shape its critical usefulness. This article represents an effort to participate in this discussion with a particular emphasis on the pedagogical importance of the tenets of religious orthodoxy when discussing spiritual matters in the university-level liberal arts classroom. The analysis is contextualized by reflection on the place of religion in the public sphere by various scholars, including Jürgen Habermas and Rowan Williams. This analysis establishes that the study of traditional religious positions in the university classroom can enrich the discourse of the liberal arts; however, neither proselytization nor an emotion-based spiritual paradigm bereft of intellectual rigor will serve these ends. I argue that the re-introduction of religion into analytical discourse in the humanities classroom will be successful if the discussion of religion is complemented by the recognition of the serious study of religious thought and scholarship. The argument is then developed through a pedagogical case study of Evelyn Waugh’s Brideshead Revisited that illustrates how the discussion of orthodox positions can enhance discussion of the novel in the postsecular classroom.     

The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child

The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment and draw on their own knowledge and experience of academic philosophy. Providing specialist training or induction in the P4C curriculum cannot and should not replace undergraduate and postgraduate degrees in academic philosophy at universities. However, although for academic philosophers the use of the P4C curriculum could be beneficial, I will argue that its use poses the risk of wanting to form children into the ideal ‘abnormal’ child, the thinking child—the adult philosopher’s child positioned as such by the Lipman novels. The notion of narrativity is central in my argument. With the help of two picturebooks—The Three Pigs (2001) by David Weisner and Voices in the Park (1998) by Anthony Browne—I illustrate my claim that philosophy as ‘side-shadowing’ or meta-thinking can only be generated in the space ‘in between’ text, child and educator, thereby foregrounding a ‘pedagogy of exposure’ (Biesta 2011) rather than ‘teacher proof’ texts.     

Using Syllogistics to Teach Metalogic

This article describes a specific pedagogical context for an advanced logic course and presents a strategy that might facilitate students’ transition from the object‐theoretical to the metatheoretical perspective on logic. The pedagogical context consists of philosophy students who in general have had little training in logic, except for a thorough introduction to syllogistics. The teaching strategy tries to exploit this knowledge of syllogistics, by emphasizing the analogies between ideas from metalogic and ideas from syllogistics, such as existential import, the distinction between contradictories and contraries, and the square of opposition. This strategy helps to improve students’ understanding of metalogic, because it allows the students to integrate these new ideas with their previously acquired knowledge of syllogistics.     

Situating Culturally Embodied Play Ecologies of Preschool Children: Lost in Transition

This article contributes as a commentary to Min’s critical evaluation of the challenges and resistances that have presented themselves during the recent process of changing the pedagogical practices ofChinese preschools to more closely resemble those seen in Scandinavian. The focus is on how decisions of how to structure the particular environment in preschool settings have direct and indirect implications for children’s learning and learning possibilities, and the importance of understanding these as mediated signifiers of the particular culture values. The discussions stress the importance of weighing cross-cultural pedagogical practices in terms of the functions they each serve in themselves, and in regard to the sociocultural history from which they have emerged and serve within. This means enculturation of new didactic practices should be understood as a gradual, smooth processes that allows itself to merge useful aspects of new educational models and practices with existing practices and cultural values.     

Probing the history of social psychology,exploring diversity and views of the social: Publication trends in the European Journal of Social Psychology from 1971 to 2016

The European Journal of Social Psychology (EJSP), as the voice of the European Association of Social Psychology, aims to promote diversity and a distinctively ‘European’, more ‘social’, social psychology (SP). However, whether and how these objectives have been accomplished over time remains controversial. This article enters this debate, tracing the history of SP as depicted by EJSP publications, via two types of lexicometric analyses of all abstracts of the Journal (1971–2016). Themes, processes, methods, and their organisation in cycles and clusters over time, were identified and analysed. Regarding diversity, findings indicate that the publications reflect several of the new theoretical proposals that emerged over the years, but do not fully reflect the variety of perspectives and methods of the discipline. It further indicates that lately the ‘social’ is predominantly present in attention to pressing social issues, albeit the processes involved in them are mostly theorised at an individualistic level. This pattern suggests the importance of keeping open the quest for epistemological and methodological diversity, and of re-problematising what the ‘social’ in SP means. By contributing to mapping the history of SP, offering a more comprehensive and reflexive view for it, the present analyses also help in forging a stronger discipline.     

The Postsecular Turn in Education: Lessons from the Mindfulness Movement and the Revival of Confucian Academies

It is part of a global trend today that new relationships are being forged between religion and society, between spirituality and materiality, giving rise to announcements that we live in a ‘postsecular’ or ‘desecularized’ world. Taking up two educational movements, the mindfulness movement in the West and the revival of Confucian education in China, this paper examines what and how postsecular orientations and sensibilities penetrate educational discourses and practices in different cultural contexts. We compare the two movements to reveal a new quality of hybrid modernization in that they react, in different ways, to certain pathologies that are identified as consequences of secular modernity. Burnout syndrome, the sense of a spiritual void, but also the loss of a spiritual and cultural identity are being perceived as correlating to a one-sided push towards a modernity that emphasizes secular rationalization over mindfulness and Westernization over cultural particularity. The two case studies mark a critical insight on the present condition and limits of secularism and highlights the ongoing negotiations of values and modes of self-cultivation in schools. In an increasingly pluralistic world, the entanglement of the secular, spiritual, religious and wisdom traditions provides the opportunity to rethink education as a creative realm and an impossible possibility to re-engage the minds and lives of those in the hybrid pedagogical time.     

How We Teach Introductory Bible Courses: A Comparative and Historical Sampling

This study identifies the dominant modes of biblical interpretation being taught in introductory Bible courses through a qualitative analysis of course syllabi from three institutional contexts: evangelical Christian colleges, private colleges, and public universities. Despite a proliferation of methods and scholarly approaches to the Bible, this study reveals that historical‐critical approaches continue to predominate in pedagogical contexts, especially private colleges and public universities. In Christian colleges, theological approaches appear more frequently, usually alongside historical criticism and rarely supplanting it. The study also shows that teachers have been deploying social scientific and ideological approaches with increasing frequency over the past decade. Additionally, the study tracked instruments of student assessment in these courses. Public universities showed a particularly high level of pedagogical conservatism in this regard, while Christian colleges exhibit the greatest diversity with respect to course assignments and evaluations. See also “ Response to ‘How We Teach Introductory Bible Courses’ ” by Caryn A. Reeder, Tat‐siong Benny Liew, Jane S. Webster, Alicia J. Batten, and Chris Frilingos, published in this issue of the journal. The complete data set is included in an extended Appendix at the end of the article, and is also available electronically on the “Supporting Information” tab of the article's webpage and at the Wabash Center ( http://www.wabashcenter.wabash.edu/pdfs/AppendixCornellandLeMon.pdf ).     

Exploring the ethics of agency through the lens of Bildung

Experiencing something of a renaissance, the German pedagogical idea ‘Bildung’ has recently been reconsidered for contemporary education. Historically proposed by von Humboldt, Bildung’s interplay represents a relational movement between a learner and the world that aims for personal freedom and growth. It is also identified as a means by which learners might become aware of their personal capacity to develop responses to daily experiences. Thus, it attends to agency and has resonance with children’s spirituality. Whilst such a notion of learning might be promoted as an alternative to a functionalistic educational paradigm, this paper highlights ethical concerns regarding pedagogical freedom. It highlights philosophically the illusion of freedom and considers critically the place of power in learner-led methods. Finally, the paper proposes how a nuanced, Kierkegaardian application of Bildung might address the ethical concerns raised and proposes how a re-considered understanding of the notion might be valuable for education today.     

Violence as Worship: Religious Wars in the Age of Globalization,by Hans G. Kippenberg,trans. Brian McNeil,Stanford University Press: Stanford,CA, 2011, viii + 286 pp. ISBN 978 0 8047 68726, US$70 (cloth); ISBN 978 0 8047 6873 3, US$21.95 (paperback)

The author argues in this paper that the ‘state effects’ generated by religious movements – even those operating at the margins of societies – require us to consider anew the impact of religious movements on state formation. In Sri Lanka, for instance, evangelicals are a minority. Yet their practice of proselytizing to new audiences was considered ‘unethical,’ generating opposition that was directed not only at them, but also at ruling elites for failing to stem what was seen as an intrusion of incompatible ‘Western’ ideals. Instead of considering how such Christian movements seek to ‘take over’ the functions of the ‘state’ as has been the experience in the United States and parts of Latin America, the author illustrates in this article why it makes more theoretical sense to ask how their activities impinge upon the conceptual frameworks through which the ‘state’ is imagined.     

Possessed for Success: Prosperity Buddhism and the Cult of the Guardians of the Treasure Trove in Upper Burma

Following the global spread of capitalism from the early 1990s, individualistic, non-institutionalised prosperity religion and ‘occult economies’ have emerged throughout the world, including South-East Asia, but have seemingly not yet been investigated with respect to Burma/Myanmar. This article focuses on the cult of the guardians of the treasure trove – a form of ‘prosperity Buddhism’ – in Upper Burma, wherein predominantly business women of lower middle classes perform possession dances to become successful in business. It has partly evolved from the lower status ‘traditional’ possession cult of the 37 Lords. The aim of this article is threefold. Firstly, it examines novel kinds of ‘Buddhicised’ possession rituals of higher status that discard religious specialists. These practices represent a democratisation of public spirit-mediumship and provide a route for success in business, agency and empowerment. Secondly, it is demonstrated that these cults seek to preserve Buddhism in the face of the current rapid changes in Burma. Thirdly, this article shows how these novel cults emerged in dynamic interplay with recent economic, social and political changes in Burma, as well as an increasing impact of globalisation.