Published in 1998, this book provides a much needed philosophical analysis of the political and educational issues that are raised when spiritual development is regarded as a central educational aim. The author examines the meaning of spirituality in the educational context and provides a suitable educational characterization following a detailed critique of certain ideas put forward by John Dewey, Alistair MacIntyre and Charles Taylor. In the second part of the book the author examines various attempts to derive policies ...
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Published in 1998, this book provides a much needed philosophical analysis of the political and educational issues that are raised when spiritual development is regarded as a central educational aim. The author examines the meaning of spirituality in the educational context and provides a suitable educational characterization following a detailed critique of certain ideas put forward by John Dewey, Alistair MacIntyre and Charles Taylor. In the second part of the book the author examines various attempts to derive policies concerning the personal education of pupils from cultural and political claims. The educational implications of a wide range of political perspectives are explored, including those of liberalism, communitarianism, conservatizm and pluralism. Particular attention is given to the constraints imposed on educationalists by the liberalisms of John Rawls and Joseph Raz and, in the final part, the author questions whether any nationally common conception of spiritual education is either educationally adequate or politically acceptable.
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