A long tradition of both State and religious interest and support characterised provision for education on the island of Ireland from the 1700s. Following the partition of Ireland in the 1920s, the newly created political entities of the Irish Free State and Northern Ireland forged separate and distinct education policy trajectories that largely…

Much of the historical data, often narratives, on 19th and early 20th century women teachers in the West highlights the ways in which these women educators were influenced by religious institutions and/or the cultural, social, and political contexts in which they lived. This study uses this same lens to examine the life and work of a female…

Satis Coleman (1878-1961) was a pioneering but underacknowledged teacher in the history of American music education. Hers was a voice of teaching creativity in the twentieth century, which occurred at the progressive Lincoln Lab School and Teachers College, Columbia University, in New York City. This article considers Coleman's music education…

This article delves into the various religious influences on Dr. Felix Adler's spiritual development and the resulting theological and philosophical foundations for the Ethical Culture Society that he created in addition to the Society's schools. The discussion focuses on Dr. Adler's personal struggles with traditional Judaism in the face of…

This essay discusses the life and work of Elise van Calcar (1822-1904), a writer and maternal feminist who introduced Froebel's kindergarten in the Netherlands. Van Calcar also was the leader of a Christian branch of spiritualism. The focus is pointed at parallels between her reading of Froebel and of "messages" from spirits in the…

Madrasa is the living form of an educational system which thrived in the past. It remained unaware of the swiftness of progress and development which came about in other walks of life and the education that was being imparted through it was also kept away from any change and innovation. As a result, the "madrasa," to some extent, fell…

This article focuses on two women educator activists based in Birmingham, UK, in the first decades of the twentieth century: Geraldine Southall Cadbury (1865-1941) and Margaret Ann Backhouse (1887-1977). Motivated by a common belief in education as a force for progressive social change Cadbury and Backhouse were both Quakers who shared similar…

John Dewey's "religious attitude" has great potential for the educative development of children's spirituality. This is because it enables their spiritual understandings to become more intelligently composed--not just in a cognitive or hyper-rational sense, but as a way of being. This paper provides an outline of Dewey's approach, which is…

Has Harry Judge's career reproduced in a lifetime the centuries-old history of Brasenose College and the University of Oxford? His biography and the history of his college in relation to Christian belief and modern university reform are briefly recapitulated. All tell a story of adaptation and modernisation, the man short, the college long, the…

Examines the aspects of Stowe's background which impelled her to participate in the education of Freedmen in Florida after her family moved there in the 1860s. Notes that this brief period of educational and religious service to blacks has been little noted by her biographers although it may offer the best measure of her feeling for the ex-slave.…

This combination of intellectual, spiritual, cultural, and social biography reveals connections between the religious life, theory of religion, and intellect of J. Dewey, a major figure in educational history. In his rejection of traditional religion, Dewey turned to public human good and human service. (SLD)

Earl S. Johnson is discussed as a teacher, philosopher, and author. While not disguising his debt to the Judeo-Christian tradition, Johnson devoted his professional career to translating pragmatic principles into social studies practice. (PN)

This article examines Maria Montessori's ideas on education and young children with specific reference to: (1) the nature of the child; (2) the religious dimension of her ideas; (3) other philosophical ideas which support Montessori's approach to educating young children; (4) cognitive development in young children; and (5) the moral dimension of…