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1. Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy (EJ802773)
Author(s):
Aloni, Nimrod
Source:
Educational Philosophy and Theory, v40 n4 p531-544 Aug 2008
Pub Date:
2008-08-00
Pub Type(s):
Journal Articles; Opinion Papers; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Democracy; Humanism; Ethics; Critical Theory; Educational Theories; Educational Philosophy; Empowerment
Abstract: Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is "eudaimonistic", aiming at self-affirmation, full humanity and well being; (2) that the flourishing of individuals depends on their personal resources, namely, their "conatus", power, vitality or capacity to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, "eudaimonistic" ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Relational and Transcendental Humanism: Exploring the Consequences of a Thoroughly Pragmatic Humanism (EJ781999)
Hansen, James T.
Journal of Humanistic Counseling, Education and Development, v46 n2 p131 Fall 2007
2007-00-00
Descriptors: Humanism; Pragmatics; Counseling
Abstract: The relational and transcendental elements of humanism are considered. Although the relational component of humanism is extraordinarily valuable, the author argues that the transcendental portion of humanism should be abandoned. The implications of a thoroughly pragmatic humanism are explored. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Addressing the Moral Quandary of Contemporary Universities: Rejecting a Less than Human Moral Education (EJ812337)
Glanzer, Perry L.; Ream, Todd C.
Journal of Beliefs & Values, v29 n2 p113-123 Aug 2008
Journal Articles; Reports - Evaluative
Descriptors: Ethical Instruction; Higher Education; Humanism; Moral Development
Abstract: Whereas a consensus used to exist that universities had the responsibility to make students more fully human, today one finds scholars claiming that universities should form only certain aspects of a student's identity or should draw primarily from only certain aspects. In other words, scholars support the claim that the university should or should not undertake a certain kind of moral education by appealing to a particular aspect of human or institutional identity. In this paper, we survey two such arguments regarding moral education in the university as well as a third option that leaves open the possibility of an approach to moral education grounded in a specific kind of humanism. The paper then evaluates these arguments and contends that the vision for moral education with a pluralistic humanistic vision provides the best vision for moral enquiry and formation in higher education. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Harry's Girls: Harry Potter and the Discourse of Gender (EJ820641)
Cherland, Meredith
Journal of Adolescent & Adult Literacy, v52 n4 p273-282 Dec 2008
2008-12-00
Journal Articles; Opinion Papers
Descriptors: Language Usage; Discourse Analysis; Fantasy; Novels; Childrens Literature; Gender Issues; Humanism; Fiction; Adolescents; Adolescent Literature; Feminism; Social Theories; World Views; Cultural Influences; Teaching Methods; Learning Activities; Writing (Composition)
Abstract: How do we become the people we are? Humanist common sense proposes that people are born with a rational "self." But poststructural theory proposes a subjectivity formed in interaction with cultural discourses. Poststructural theory offers teachers fresh ways to teach critical literacy and thinking and provides students with ways to resist ideas about who they ought to be. The Harry Potter novels provide many illustrations of humanist discourses at work in the construction of gendered identities. Those who believe the world can be changed for the better can find hope in the idea that the story of who we take ourselves to be is never concluded. Always changing and becoming, readers (like the writers of Harry Potter fan fiction) can and do create new discourses that counter old ones. Teachers can invite teens to read and write against the grain and to create new discourses of gendered identities beyond the male/female binaries of humanism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Fundamental Commitments of Educators (EJ821679)
Ethics and Education, v3 n2 p149-159 Oct 2008
2008-10-00
Descriptors: Critical Theory; Ethics; Educational History; Social Problems; Religious Factors; Politics of Education; Teaching Methods; Humanism; Teachers; Teaching (Occupation); Global Approach; Social Responsibility; World Views; Educational Philosophy; Social Justice
Abstract: This article seeks to examine central aspects of the relationship between ethics and education in the beginning of the twenty-first century. Since both ethics and education are practical disciplines that are bound to deal with and are challenged by human predicaments, cultural ills and social evils, it seems that in examining the relations between the two, one is required to go beyond analytic elucidation into a more normative, prescriptive and political discourse. It is in light of this understanding and in light of the catastrophes and social ills that humanity has brought upon itself in the last century that I will argue that the time is ripe for educators around the world to substitute their loyalty to the national, religious and ideological establishments, in their own communities, for a commitment to a universal professional ethics--one that is founded on the tenets of humanism and critical pedagogy. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Navigating Currents and Charting Directions. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (31st, Brisbane, Queensland, Australia, June 28-July 1, 2008). Volumes 1 and 2 (ED503747)
Goos, Merrilyn, Ed.; Brown, Ray, Ed.; Makar, Katie, Ed.
Mathematics Education Research Group of Australasia
2008-00-00
Collected Works - Proceedings
N/A
Descriptors: Feedback (Response); Constructivism (Learning); Educational Development; Practicums; Learning Problems; Mathematics Education; School Readiness; Conferences (Gatherings); Educational Research; Gender Issues; Inquiry; Elementary School Teachers; Elementary School Mathematics; Teacher Motivation; Faculty Development; Numeracy; Indigenous Populations; Student Evaluation; Case Studies; Teacher Responsibility; Classroom Techniques; Graduation; Student Motivation; Learning Activities; Validity; Mathematical Logic; Student Teachers; Teacher Competencies; Student Needs; Culturally Relevant Education; Social Influences; Cultural Influences; Middle School Students; Statistics; Foreign Countries; Engineering Education; Problem Solving; Affective Behavior; Measurement Techniques; Young Children; Thinking Skills; Program Effectiveness; Comprehension; Mathematics Skills; Intervention; Interdisciplinary Approach; Memory; Evaluation Methods; Prior Learning; Data Analysis; Teachers; Researchers; Interpersonal Relationship; Computation; Literature Reviews; Educational Technology; Teacher Attitudes; Textbooks; Humanism; High Achievement; Mathematics Achievement; Algebra; Computer Uses in Education; Grade 8; Independent Study; Developmental Stages; Manipulative Materials; Teaching Methods; Internet; Secondary School Mathematics; Beginning Teachers; Technology Integration; Neurological Organization; Graphs; Knowledge Level; Secondary School Teachers; Pedagogical Content Knowledge; Group Dynamics; Heuristics; Semiotics; Student Diversity; Equal Education; Longitudinal Studies; Standardized Tests; National Standards; Low Achievement; College Mathematics; Transitional Programs; Competition; Scaffolding (Teaching Technique); Geometry; Mentors; Grade 7; Models
Abstract: This document presents the proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of this conference is "Navigating Currents and Charting Directions." The theme reminds us that, although we are constantly pushed to account for the quality and impact of our research, we need to assert some control over our work by making our own research futures. The conference was sponsored by the University of Queensland, Teaching and Educational Development Institute. Volume 1 includes the following: (1) Stars, Compass, and GPS: Navigating Currents and Charting Directions for Mathematics Education Research on Gender Issues (Helen Forgasz); (2) Praxis and Practice Architectures in Mathematics Education (Stephen Kemmis); (3) Facilitating Communities of Mathematical Inquiry (Roberta Hunter); (4) Assessing Primary Preservice Teachers' Mathematical Competence (Karoline Afamasaga-Fuata'i, Paul Meyer, and Naomi Falo); (5) Teachers' Motivation to Attend Voluntary Professional Development in K-10 Mathematics (Judy Anderson); (6) Using National Numeracy Testing to Benefit Indigenous Students: Case Studies of Teachers Taking Back Control of Outcomes (Annette R. Baturo, Tom J. Cooper, Matthew T. Michaelson, and Jessica Stevenson); (7) Recollections of Mathematics Education: Approaching Graduation and 5 Years Later (Kim Beswick and Shelley Dole); (8) Using Paper-Folding in the Primary Years to Promote Student Engagement in Mathematical Learning (Kathy Brady); (9) The Case of Mathematical Proof in Lower Secondary School: Knowledge and Competencies of Pre-service Teachers (Jill Brown, Gloria Stillman, Bjorn Schwarz, and Gabriele Kaiser); (10) Employing Mathematical Modelling to Respond to Indigenous Students' Needs for Contextualised Mathematics Experiences (Kelli Brown); (11) Reconceptualising Agency through Teachers Talking About a Sociocultural Approach to Teaching Mathematics in the Classroom (Raymond Brown and Trevor Redmond); (12) Middle School Students' Interest in Statistical Literacy (Colin Carmichael and Ian Hay); (13) One Secondary Teacher's Use of Problem-Solving Teaching Approaches (Michael Cavanagh); (13) Does Student Success Motivate Teachers to Sustain Reform-Oriented Pedagogy? (Linda Cheeseman); (15) Year Five Students Solving Mental and Written Problems: What Are They Thinking? (Julie Clark); (14) Mathematics for Engineering Education: What Students Say (Mary Coupland, Anne Gardner, and Georgina Carmody); (15) Advancing Research Into Affective Factors in Mathematics Learning: Clarifying Key Factors, Terminology and Measurement (Patricia C. Cretchley); (16) Explorations of Early Childhood: New Entrant Transition in Mathematics (Ngaire M. Davies and Karen Walker); (17) Eliciting Growth in Teachers' Proportional Reasoning: Measuring the Impact of a Professional Development Program (Shelley Dole, Doug Clark, Tony Wright, Geoff Hilton, and Anne Roche); (18) Links between Children's Understanding of Multiplication and Solution Strategies For Division (Ann Downton); (19) Intervention Instruction in Structuring Numbers 1 to 20: The Case of Nate (David Ellemor-Collins and Robert Wright); (20) Interdisciplinary Problem Solving: A Focus on Engineering Experiences (Lyn D. English); (21) Addressing Verbal Memory Weaknesses to Assist Students with Mathematical Learning Difficulties (Maureen Finnane); (22) Validation of an Assessment Instrument Developed for Eliciting Student Prior Learning in Graphing and Data Analysis (Noleine Fitzallen); (24) Using Valsiner (Linda Galligan); (25) CAS Enabled Devices as Provocative Agents in the Process of Mathematical Modelling (Vince Geiger, Rhonda Faragher, Trevor Redmond, and Jim Lowe); (26) Researcher-Teacher Relationships in Mathematics Education (Merrilyn Goos); (27) Towards a Sociocultural Framework for Understanding the Work of Mathematics Teacher-Educator-Researchers (Merrilyn Goos); (28) Identity as a Lens to Understand Learning Mathematics: Developing a Model (Peter Grootenboer and Robyn Zevenbergen); (29) Capturing Students' Thinking about Strategies used to Solve Mental Computations by Giving Students Access to a Pedagogical Framework (Judy Hartnett); (30) A Review of Recent Research in Early Mathematics Learning and Technology (Kate Highfield and Kristy Goodwin); (31) The Development of Students' Use of Justification Strategies (Jodie Hunter and Glenda Anthony); (32) Using Task-Based Interviews to Assess Mathematical Thinking of Primary School Students (Chris Hurst); (33) Who a Student Sits Near to in Maths: Tension between Social and Mathematical Identities (Naomi Ingram); (34) Social Constructivism in the Classroom: From a Community of Learners to a Community of Teachers (Jane Irvin); (35) Primary Teachers' Beliefs about the Use of Mathematics Textbooks (Romina Jamieson-Proctor and Carmen Byrne); (36) Abstraction in Context, Combining Constructions, Justification and Enlightenment (Ivy Kidron and Tommy Dreyfus); (37) How Humanism Can Foster Mediocrity in Early Years Mathematics Education: A Poststructuralist Comparison (Mary Klein); (38) Preservice Teachers and Numeracy Education: Can Poststructuralism Contribute? (Mary Klein); and (39) High Achievers in Mathematics: What Can We Learn from and about Them? (Gilah Leder). Volume 2 contains: (1) The 2007 Common Technology Free Examination for Victorian Certificate of Education (VCE) Mathematical Methods and Mathematical Methods Computer Algebra System (CAS) (David Leigh-Lancaster, Pam Norton, Peter Jones, Magdalena Les, Michael Evans, and Margaret Wu); (2) Focusing Year 8 Students on Self-Regulating their Learning of Mathematics (Andrea McDonough and Peter Sullivan); (3) Feedback about Professional Growth for Teachers of Mathematics: A Developmental Perspective (Greg McPhan, John Pegg, and Stefan Horarik); (4) Fraction Number Line Tasks and the Additivity Concept of Length Measurement (Annie Mitchell and Marj Horne); (5) "Zero Is Not a Number": Teachable Moments and Their Role in Effective Teaching of Numeracy (Tracey Muir); (6) Students' Attitude Towards Using Materials to Learn Algebra: A Year 7 Case Study (Stephen Norton and Will Windsor); (7) Teaching Mathematics and Technology through Design Practice (Stephen Norton and Tom J. Cooper); (8) Engaging Mathematics Teachers in Professional Learning by Reflecting on Their Pedagogical Practice (Richard O'Donovan); (9) Primary Teachers' Perceptions of Their Knowledge and Understanding of Measurement (Michelle O'Keefe and Janette Bobis); (10) Use of the Internet for Teacher Professional Development and for Teaching Mathematics: Supports and Inhibitors (Sitti Maesuri Patahuddin); (11) A Situated Perspective on Learning to Teach Secondary Mathematics (Anne Prescott and Michael Cavanagh); (12) The Hospital Problem Revisited. Tertiary Students' Perceptions of a Problem Involving the Binomial Distribution (Robyn Reaburn); (13) The Identification of Partially Correct Constructs (Gila Ron, Rina Hershkowitz, and Tommy Dreyfus); (14) Making Connections: Promoting Connectedness in Early Mathematics Education (Abigail Sawyer); (15) Engagement versus Deep Mathematical Understanding: An Early Career Teacher's Use of ICT in a Lesson (Anne Scott, Ann Downton, Donna Gronn, and Adam Staples); (16) Investigating a Phase Approach to Using Technology as a Teaching Tool (Penelope Serow); (17) The Introduction of Interactive Whiteboard Technology in the Primary Mathematics Classroom: Three Case Studies (Penelope Serow and Rosemary Callingham); (18) School Readiness: What Do Teachers Expect of Children in Mathematics on School Entry? (Brenda Sherley, Megan Clark, and Joanna Higgins); (19) Gaining Insight into Alice's Pedagogy with Respect to Five Dimensions of Numeracy (Jane Skalicky); (20) Modes of Reasoning in Explanations in Year 8 Textbooks (Kaye Stacey and Jill Vincent); (21) What Does Three-Quarters Look Like? Students' Representations of Three-Quarters (Vicki Steinle and Beth Price); (22) Some Key Junctures in Relational Thinking (Max Stephens); (23) Chinese Young Children's Strategies on Basic Addition Facts (Huayu Sun); (24) Self-Efficacy in Mathematics: Affective, Cognitive, and Conative Domains of Functioning (S. L. Tait-McCutcheon); (25) Neuropsychological Evidence for the Role of Graphical and Algebraic Representations in Understanding Function (Michael O. J. Thomas, Anna J. Wilson, Michael C. Corballis, and Vanessa K. Lim); (26) Speaking with Different Voices: Knowledge Legitimation Codes of Mathematicians and Mathematics Educators (Steve Thornton); (27) Recognising Different Starting Points in Aboriginal Students' Learning of Number (Kaye Treacy and Sandra Frid); (28) Deepening the Mathematical Knowledge of Secondary Mathematics Teachers Who Lack Tertiary Mathematics Qualifications (Colleen Vale and Alasdair McAndrew); (29) Indigenous Students' Early Engagement with Numeracy: The Case of Widgy and Caddy (Elizabeth Warren, Janelle Young, and Eva De Vries); (30) Building Informal Inference in Grade 7 (Jane Watson and Julie Donne); (31) Proportional Reasoning: Student Knowledge and Teachers' Pedagogical Content Knowledge (Jane Watson, Rosemary Callingham, and Julie Donne); (32) Counting on 2007: A Program for Middle Years Students Who Have Experienced Difficulty with Mathematics (Allan White); (33) How Group Composition Can Influence Opportunities for Spontaneous Learning (Gaye Williams); (34) Success and Consistency in the Use of Heuristics to Solve Mathematics Problems (Khoon Yoong Wong); (35) Fractions as a Measure (Monica Wong and David Evans); (36) Mixing Colours: An ICT Tool Based on a Semiotic Framework for Mathematical Meaning-Making about Ratio and Fractions (Andy Yeh and Rod Nason); (37) Secondary School Students Investigating Mathematics (Joseph Yeo); (38) Teaching Area and Perimeter: Mathematics-Pedagogical-Content Knowledge-in-Action (Kai Kow and Joseph Yeo); (39) Problem Solving Activities in a Constructivist Framework: Exploring Note:The following two links are not-applicable for text-based browsers or screen-reading software. 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7. Children's Conceptions of Jesus (EJ822507)
Aylward, Karen; Freathy, Rob
Journal of Beliefs & Values, v29 n3 p297-304 Dec 2008
Journal Articles; Reports - Research
Descriptors: Foreign Countries; Religious Education; Spiritual Development; Religion; Children; Social Values; Moral Values; Ethics; Humanism; Christianity; Barriers; Concept Formation; Grade 6; Elementary School Students
Abstract: This paper presents findings from a recent study investigating young children's (aged 10-11) conceptions of Jesus in England. The overall picture revealed by the study is that whilst there was a general assent amongst pupils in our sample towards an ethical and humanistic conception of the historical Jesus, there was less of a consensus about those issues which previous research claims children find difficult to understand, namely: the divinity of Jesus; the miracles of Jesus; and Christian beliefs pertaining to Jesus' continued presence in people's lives today. The paper concludes by arguing that the variety of conceptions of Jesus which are encountered in religious education (RE) may be seen by children as a barrier to learning rather than an opportunity to grow in understanding and highlights the need for further research into the relationship between children's hermeneutical horizons and RE curriculum content. (Contains 1 note and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Landscape of Qualitative Research. Third Edition (ED500421)
Denzin, Norman K., Ed.; Lincoln, Yvonna, Ed.
SAGE Publications (CA)
2007-11-28
Books; Collected Works - General; Guides - Classroom - Learner
Descriptors: Graduate Students; Critical Theory; Qualitative Research; Action Research; Research Methodology; Ethnography; Social Sciences; Politics; Ethics; Guides; Universities; Educational Change; Social Justice; Indigenous Populations; Political Issues; Phenomenology; Models; Cooperation; Feminism; Moral Values; Race; Cultural Context; Humanism; Homosexuality; Academic Discourse
Abstract: This book, the first volume of the paperback versions of the "The SAGE Handbook of Qualitative Research, Third Edition," takes a look at the field from a broadly theoretical perspective, and is composed of the Handbook's Parts I ("Locating the Field"), II ("Major Paradigms and Perspectives"), and VI ("The Future of Qualitative Research"). "The Landscape of Qualitative Research, Third Edition" attempts to put the field of qualitative research in context. Part I provides background on the field, starting with history, then action research and the academy, and the politics and ethics of qualitative research. Part II isolates what we regard as the major historical and contemporary paradigms now structuring and influencing qualitative research in the human disciplines. The chapters move from competing paradigms (positivist, post positivist, constructivist, critical theory) to specific interpretive perspectives, feminisms, racialized discourses, cultural studies, sexualities, and queer theory. Part III considers the future of qualitative research. This Third Edition contains a new Reader's Guide prepared by the editors that helps students and researchers navigate through the chapters, locating the different methodologies, methods, techniques, issues, and theories relevant to their work. It presents an abbreviated glossary of terms that offer students and researchers a ready resource to help decode the language of qualitative research. It also offers recommended Readings that provide readers with additional sources on specific topic areas linked to their research. This text is designed for graduate students taking classes in social research methods and qualitative methods as well as researchers throughout the social sciences and in some fields within the humanities. The introduction, by Norman K. Denzin and Yvonna S. Lincoln, is titled "The Discipline and Practice of Qualitative Research. Part I, Locating the Field, contains chapters (2) Reform of the Social Sciences and of Universities Through Action Research (Davydd J. Greenwood and Morten Levin); (3) Compositional Studies, in Two Parts: Critical Theorizing and Analysis of Social (In)Justice (Michelle Fine and Lois Weis); (4) On Tricky Ground: Researching the Native in the Age of Uncertainty (Linda Tuhiwai Smith); (5) Freeing Ourselves From Neocolonial Domination in Research: A Kaupapa Maori Approach to Creating Knowledge (Russell Bishop); (6) Ethics and Politics in Qualitative Research (Clifford G. Christians); and (7) Institutional Review Boards and Methodological Conservatism: The Challenge to and From Phenomenological Paradigms (Yvonna S. Lincoln). Part II, Paradigms and Perspectives in Contention, contains chapters: (8) Paradigmatic Controversies, Contradictions, and Emerging Confluences (Egon G. Guba and Yvonna S. Lincoln); (9) Critical Ethnography: The Politics of Collaboration (Douglas Foley and Angela Valenzuela); (10) Early Millennial Feminist Qualitative Research: Challenges and Contours (Virginia L. Olesen); (11) The Moral Activist Role of Critical Race Theory Scholarship (Gloria Ladson-Billings and Jamel Donnor); (12) Rethinking Critical Theory and Qualitative Research (Joe L. Kincheloe and Peter McLaren); (13) Methodologies for Cultural Studies: An Integrative Approach (Paula Saukko); and (14) Critical Humanism and Queer Theory: Living With the Tensions (Ken Plummer). Part III, The Future of Qualitative Research, contains chapters: (15) Afterthought: On Writing; On Writing Sociology (Zygmunt Bauman); (16) Refunctioning Ethnography: The Challenge of an Anthropology of the Contemporary (Douglas R. Holmes and George E. Marcus); and Epilogue: The Eighth and Ninth Moments--Qualitative Research in/and the Fractured Future (Yvonna S. Lincoln and Norman K. Denzin). The book also contains: Reader's Guide; Suggested Readings; Author Index; and Subject Index. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Underneath Hypercapitalism (EJ815018)
Luke, Allan
International Multilingual Research Journal, v1 n2 p101-104 Aug 2007
2007-08-00
Descriptors: Ideology; Foreign Countries; Ethics; Environmental Education; Ecology; Democratic Values; Economic Development; Critical Theory; Social Change; Social Responsibility; Humanism
Abstract: As Joel Spring's (2007/this issue) description of Singapore's Orchard Road suggests, Benetton, Zara, Nike, BMW, LG, and Microsoft dominate the visual and textual landscape where signage, advertising, packaging, labeling, and the environments of the connected underground malls and walkways merge into a wall-to-wall, 24/7 print and visual mediation (C. Luke, 2006). However, behind the storefronts and underneath the multistory videoscreens of Orchard Road in Singapore, Nathan Road in Kowloon, within the central shopping malls and markets of Tokyo, Bangkok, and Shanghai, on and around the public transport and vertical public housing of these cities, we hear and see complex, local linguistic, and cultural ecologies. On its surface, this textual world is a montage of images of fashion and beauty, material wealth, cultural identity, sexuality, and, on occasion, even spirituality--touting the promises of modernity and hypermodernity, technology, and consumption in achieving these. As Spring argues, the dominant mythologies and ideologies of the new world order are at work here. The author of this article concurs with Spring's broad educational project. A democratic education in these economic conditions requires a strong reorientation toward environmental and civic ethics; a renewed humanism that enables and values diverse forms of cultural, spiritual, and economic life; and, of course, a new responsibility to the biosphere, as Native North American, Inuit, Maori, Aboriginal and Torres Strait Islanders have always demanded. However, it must as well be based on an understanding of the stratification of the orders of discourse of the new capitalism. The purpose of a critical language education would be to make these master discourses accessible, namable, criticizable, and open to moral and ethical challenge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Spirituality of Young Australians (EJ816147)
Mason, Michael; Singleton, Andrew; Webber, Ruth
International Journal of Children's Spirituality, v12 n2 p149-163 Aug 2007
Descriptors: Religious Factors; Spiritual Development; Youth; Foreign Countries; Humanism; Values; World Views; Christianity; Identification (Psychology); Adolescents; Young Adults; Adults; Age Differences
Abstract: A research project conducted in 2003-2006, the Spirit of Generation Y, using both extended interviews and a nationwide survey, revealed three main strands in the spirituality of young Australians: traditional, alternative and humanist. Their involvement in traditional religions was declining, like that of their parents, and although some adopted alternative spiritualities, the stronger trends were toward indifference or humanism. Eclecticism in worldviews and cautiously relativistic values seem to be responses to an uncertain world, in which isolated individuals have only fragile support structures for their identity. (Contains 5 notes and 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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