Jim Fay and James Dobson are two of America's most visible, popular, and influential "experts" on the topics of parenting and discipline for children. Dobson is widely known for the "pro-family" political activism of Focus on The Family, the organization he founded and currently directs. He first made a name for himself as a…

This paper describes the history of moral education in the American public school system. The philosophies of moral education, as advocated by the Puritans, Thomas Mann, Noah Webster, and John Dewey, are examined first. The controversial values education of the 1960s and 70s, which has been replaced by more traditional forms within the last…

Centering on a historical review and analysis of adult Christian education in small groups, this study was designed to identify certain conditions surrounding the formation and operation of selected small groups, to discover their distinctive educational features, and to suggest guidelines for effective use of the small group approach. The role of…

This monograph is a critique of various aspects of the Mackay Report which investigates religious education in the public schools of Ontario and examines questions of moral development. The author centers his comments upon a fundamental general assumption of the Mackay report, that commonly accepted characteristics of moral reasoning can be…

This book is a theological essay on education, particularly higher education in a Roman Catholic context. The book is organized as a fourfold delineation of reality, with one chapter given to each component. An introductory chapter deals with teaching, research and publication, and with theology: the Christian faith, and the difference God makes.…

Discusses educational legislation and the rights of all citizens in England to obtain an education. (RK)

Paul Hirst's concept that education is an autonomous discipline to which the theologian cannot make a contribution, even in church-related schools, is reviewed and criticized. Hirst has not made a case for excluding theologians from educational debate or the church from operating educational institutions. (IS)

Illuminates the contributions of private schools, both parochial and independent, to society through the provision of upward mobility for minorities and an understanding of basic values shared by all humankind. (WD)

Investigates which types of reflective activities should be considered as philosophy and reviews how education, experience, and philosophy are interrelated. Journal availability: see SO 507 421. (DB)

Examines Alfred North Whitehead's educational theories and the value these theories possess for religious education. Outlines the application of Whitehead's theories to religious education. Expounds on Whitehead's theory of the threefold rhythm of the educational process: romance, precision, and generalization. (RW)

Notes that activities of Eastern religions educators could inform the academic training of U.S. children. Points out that Eastern religious instructors have an integrated approach to religious education in which beliefs and practices are not distinguished from their philosophy and way of life. Suggests that religion might bind the fragments of…

Interests of individuals and groups often conflict with the mission and goals of educational institutions. At the Hong Kong Baptist College indicators of organizational effectiveness were analyzed. Discrepancies were found between the ideal and actual emphasis on Christian principles and values. Questions about the appropriateness of the analysis…

Uses the curing and caring aspects of medicine as an analogy for what education can be. Observes that the divinity expressed through medicine's ability to cure and care for people also can be expressed through teaching when it attempts to eliminate ignorance, prejudice, and misinformation. (DB)

Observes the proliferation of fundamentalist Christian schools in the United States and describes their philosophy on schooling as educational preparation for a life of service to God and separation from the world. Considers some educational implications of this philosophy, and compares them with the Pragmatic philosophy of John Dewey. (DB)

This paper discusses aspects of Andrew Wright's version of a liberal, critical religious education and his criticisms of some other views of modern religious education. This is attempted not by examining these "other views" as such but by concentrating on the work of John Hick. The reason for this is that Wright, like Cooling (in his…