Although he shares many of Professor Roger Trigg's views about the logical character and human significance of religion and religious discourse, including the view that religious claims are matters for rational understanding and appraisal, the author expresses difficulties with key points in Trigg's diagnosis and critique of what he takes to be…

Few concerned with educational theory and policy could have failed to notice the recent upsurge of interest in the notion of spiritual development as a possible aim or goal of public or common schooling. A more presently pressing question, however, is that of the pedagogical means by which theorists of spiritual education might cultivate any…

Examines religious and moral curricula in "5-14," a national primary-secondary curriculum model in Scotland. Faults moral curriculum for ambiguous description of universal values and terminology that fails to establish objective moral framework apart from "common" or personal judgement. Religious curricula faulted for…