This collection draws on research in educational areas displaying best practice pedagogy, theoretical and practical, underpinned by philosophy, empirical science, and neuroscience, among other disciplines. It focusses especially on implications for higher education, school education, professional ethics, and religion. Higher education exploration is on the diminution of the humanities and implications for the range of knowledge needed for future citizenship. The work includes a revisioning of higher education’s purpose, especially the changing role of the doctorate and its examination. The focus on school education takes the same pedagogical lens to humanities and social sciences, examining values education and religious studies. Ethical issues include colonisation and decolonisation, especially around the concept of land and ramifications for intercultural studies. The ethics and practice of teaching about life and death issues in medical education are explored in lightof research in dialogic consensus. The religion section includes research on interfaith education, especially concerning Islam, and eco-theological education, especially focussed on climate change.
Contributors are academic colleagues or former doctoral students of Terence J. Lovat (University Professor, Australia, UK, and Canada) whose internationally acclaimed research straddles these areas. Many of the contributors hold positions of influence in the academic or professional world, while others bring their newly minted doctoral research to the content.
The intended readership includes academics and doctoral students across education, ethics, religion, social studies, ecology, health and medicine, indigenous studies, and international affairs.
This collection, published in honour of Emeritus Professor Terence Lovat, provides rich insights into the scope and multidisciplinary depth of his scholarship. A philosopher of education whose main work has centred on curriculum theory and values education and ethics in education, Lovat’s scholarship reminds us that the education of children and young people must be concerned with more than academic attainment. In emphasising education as a holistic and moral endeavour—one involving hearts and minds—Lovat has consistently advocated for the provision of opportunities for young people to extend their horizons beyond the school environment to engage with issues in society that go beyond academic learning. Professor Lovat has also made a major and longstanding contribution to the development of Studies of Religion in schools and to the theology and history of Islam and Islamic Education. In traversing Lovat’s significant and remarkable contributions to education, religion and ethics, and the links between them, this book serves as a testament to a highly esteemed scholar.
Associate Professor Deborah Henderson, Queensland University of Technology, Australia
Mục lục
Foreword.- SECTION I: EDUCATION.- Chapter 1: Religious and Theological Knowing: A Post-Enlightenment Educational Lacuna.- Chapter 2: The Viva in Doctoral Examination: A Habermasian Dialogic Occasion.- Chapter 3: Reimagining Higher Education in and for the 21st Century: The Case for Integrative Education.- Chapter 4: Reimagining Values Education: Six Salient Concepts.- Chapter 5: Values-based Education for “At Risk” Students.- Chapter 6: Values Pedagogy as Educational Means of Reversing “the Clash of Civilizations”: An Islam versus the West Instance.- Chapter 7: Dialogue in Religious Education: Balancing Theological and Educational Approaches.- Chapter 8: Telling a Story of Faith: Rival Narratives and Dialogue in the Work of Religious Education.- Chapter 9: The Thinking of Habermas Undergirding Lovat’s Educational Model.- SECTION II: RELIGION and ETHICS.- Chapter 10: Bonhoeffer’s Practical Mysticism: Implications for Ecotheology and Ecoethics in the Anthropocene.- Chapter 11: Bonhoeffer’s Religionless Christianity in Conversation with Islamic Scholarship.- Chapter 12: On the Significance of Histoire: Employing Modern Narrative Theory in Analysis of Tabari’s Historiography of Islam’s Foundations.- Chapter 13: Arab-West International Relations: Jordan’s Quest for Peace and the Role of Habermas amid Israel’s Proposed Annexation of Palestinian Lands.- Chapter 14: Multiformity and Dialogue in the Anglican Tradition: The Breakthrough of Communicative Action.- Chapter 15: Christian and Australian Indigenous Spiritualities of the Land.- Chapter 16: The Proportionality Principle in Ethical Deliberation: A Habermasian Analysis.- Chapter 17: Personhood, Autonomy, Death and Dialogic Consensus in Settings of Life-Supporting Biotechnology.- Chapter 18: From Pacifism to Tyrannicide: Considering Bonhoeffer’s Ethics for the Anthropocene.- Chapter 19: From the Golden Rule to the Platinum Rule: An Auto-ethnographic Account.- Chapter 20: Ethics or Etiquette in Academic Research: Honorandi causa LXX diem natalem Terentii Lovat.- TRIBUTARY ADDRESS.
Giới thiệu về tác giả
Dr Dianne Rayson is Senior Lecturer in Theology and Ethics at Pacific Theological College, Fiji and formerly taught at The University of Newcastle and Charles Sturt University, Australia. With a Master of Public Health, she has worked in health policy and planning, community development, and crime prevention in Australia’s Northern Territory and in Papua New Guinea. She completed her Ph D at Newcastle in 2017, supervised by Terence J. Lovat, focussed on the theology of Dietrich Bonhoeffer in application to the issue of the climate crisis. She has published a book (Lexington Press) on this research, journal articles and book chapters, and provided national and international conference presentations on this and other contemporary issues. She is a climate change activist who believes that theology has a part to play in addressing the world’s ecological challenges in the Anthropocene.
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