From being on the margins of scholarly debate for much of the past century and a half, religion is being recognized once again as an area of concern for scholars, politicians, and public policy makers, and thus, the role of religious and spiritual education has taken on a new importance. Apart from its socio-political ramifications, the place of religiousness and spirituality in the make-up of individuals has been given renewed prominence through updated brain science, and neuroscientists regularly refer to elements of this brain science in terms such as spiritual intelligence and even mystical consciousness.
This book explores many of the new directions being taken in the field of religious and spiritual education, as new developments challenge the priorities of formal education, and open up new avenues for incorporating religion and spirituality into the modern curriculum. It asks whether the educational aims of teachers should be focused on specifically personal development, or whether religious education should be used to develop understanding of more global and social issues such as citizenship, conflict, and ethics. The book also addresses neuroscientific insights, which suggest a need to engage with cognition and emotion in order to create a rich learning environment, something to which a particularly contested subject area like religion and spirituality is well-placed to contribute. This book was originally published as a special issue of the Journal of Beliefs & Values.
About the Author: Terence Lovat is Professor Emeritus at Newcastle University, Australia, and Honorary Research Fellow at Oxford University, UK. He is a former Dean of Education and Pro Vice-Chancellor at Newcastle University, and is now a full-time research scholar. His main areas of interest are in religious education, values education, and Islam in schools.
Arniika Kuusisto is Adjunct Professor and University Lecturer at the University of Helsinki, Finland, and Visiting Associate Professor at University of Warwick, UK. Her research interests include socialization and agency in worldview development, sensitivities in teachers' pedagogical toolkits, and the negotiations on values and memberships that children and young people go through in multicultural and multi-faith settings.
