|
|
|
|
| LEADER |
04838nma a2201321 u 4500 |
| 001 |
EB001966336 |
| 003 |
EBX01000000000000001129238 |
| 005 |
00000000000000.0 |
| 007 |
cr||||||||||||||||||||| |
| 008 |
210512 ||| eng |
| 020 |
|
|
|a 9783039212781
|
| 020 |
|
|
|a 9783039212774
|
| 020 |
|
|
|a books978-3-03921-278-1
|
| 100 |
1 |
|
|e (Ina) ter Avest, K. H.
|
| 245 |
0 |
0 |
|a There is a Crack in Everything-Education and Religion in a Secular Age
|h Elektronische Ressource
|
| 260 |
|
|
|b MDPI - Multidisciplinary Digital Publishing Institute
|c 2019
|
| 300 |
|
|
|a 1 electronic resource (266 p.)
|
| 653 |
|
|
|a life-as
|
| 653 |
|
|
|a identification
|
| 653 |
|
|
|a morality
|
| 653 |
|
|
|a orthodoxy
|
| 653 |
|
|
|a state Arab Moslem education
|
| 653 |
|
|
|a orthopraxis
|
| 653 |
|
|
|a secularity
|
| 653 |
|
|
|a inter-worldview education
|
| 653 |
|
|
|a inequality
|
| 653 |
|
|
|a secular
|
| 653 |
|
|
|a ethnography
|
| 653 |
|
|
|a philosophy of life
|
| 653 |
|
|
|a tolerance
|
| 653 |
|
|
|a plurality
|
| 653 |
|
|
|a secularization
|
| 653 |
|
|
|a state Jewish secular education
|
| 653 |
|
|
|a classroom observation
|
| 653 |
|
|
|a religious and heritage education
|
| 653 |
|
|
|a post-secular
|
| 653 |
|
|
|a narratives
|
| 653 |
|
|
|a Muslim
|
| 653 |
|
|
|a Ubuntu
|
| 653 |
|
|
|a pluralism
|
| 653 |
|
|
|a life orientation
|
| 653 |
|
|
|a liberal society
|
| 653 |
|
|
|a religious minorities
|
| 653 |
|
|
|a religious sources of meaning
|
| 653 |
|
|
|a identity construction
|
| 653 |
|
|
|a subjective-life
|
| 653 |
|
|
|a immigration
|
| 653 |
|
|
|a orthokardia
|
| 653 |
|
|
|a radicalization
|
| 653 |
|
|
|a inventive imagination
|
| 653 |
|
|
|a Christian
|
| 653 |
|
|
|a reflexive inclusion
|
| 653 |
|
|
|a college
|
| 653 |
|
|
|a non-confessional
|
| 653 |
|
|
|a inclusion
|
| 653 |
|
|
|a religious education
|
| 653 |
|
|
|a state Druze education
|
| 653 |
|
|
|a Weltanschauung
|
| 653 |
|
|
|a metaphoric sensitivity
|
| 653 |
|
|
|a bibliodrama
|
| 653 |
|
|
|a youth
|
| 653 |
|
|
|a universal design for learning
|
| 653 |
|
|
|a state Jewish religious education
|
| 653 |
|
|
|a religion education
|
| 653 |
|
|
|a popular religiosity
|
| 653 |
|
|
|a interreligious encounters
|
| 653 |
|
|
|a n/a
|
| 653 |
|
|
|a values education
|
| 653 |
|
|
|a citizenship education
|
| 653 |
|
|
|a Bible
|
| 653 |
|
|
|a social boundaries
|
| 653 |
|
|
|a role playing/bibliodrama
|
| 653 |
|
|
|a theology
|
| 653 |
|
|
|a Qur'an
|
| 653 |
|
|
|a worldviews
|
| 653 |
|
|
|a religion
|
| 653 |
|
|
|a Europe
|
| 653 |
|
|
|a Dutch Bible Belt
|
| 653 |
|
|
|a state Christian education
|
| 653 |
|
|
|a spiritual religiosity
|
| 653 |
|
|
|a strong religious schools
|
| 653 |
|
|
|a education
|
| 653 |
|
|
|a representation of religion
|
| 653 |
|
|
|a symbiotic relevance
|
| 653 |
|
|
|a teachers
|
| 653 |
|
|
|a religion in public life
|
| 653 |
|
|
|a secondary education
|
| 653 |
|
|
|a rationality
|
| 653 |
|
|
|a secularism
|
| 653 |
|
|
|a worldview education
|
| 653 |
|
|
|a power
|
| 653 |
|
|
|a Québec
|
| 653 |
|
|
|a spirituality
|
| 653 |
|
|
|a image of imams
|
| 653 |
|
|
|a symbolic language
|
| 653 |
|
|
|a school identity
|
| 653 |
|
|
|a Religion & beliefs / bicssc
|
| 653 |
|
|
|a university
|
| 653 |
|
|
|a medicine
|
| 653 |
|
|
|a learning in the presence of the other
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
|
| 989 |
|
|
|b DOAB
|a Directory of Open Access Books
|
| 500 |
|
|
|a Creative Commons (cc), https://creativecommons.org/licenses/by-nc-nd/4.0/
|
| 028 |
5 |
0 |
|a 10.3390/books978-3-03921-278-1
|
| 856 |
4 |
0 |
|u https://www.mdpi.com/books/pdfview/book/1836
|7 0
|x Verlag
|3 Volltext
|
| 856 |
4 |
2 |
|u https://directory.doabooks.org/handle/20.500.12854/60864
|z DOAB: description of the publication
|
| 082 |
0 |
|
|a 400
|
| 082 |
0 |
|
|a 100
|
| 082 |
0 |
|
|a 370
|
| 082 |
0 |
|
|a 304
|
| 082 |
0 |
|
|a 200
|
| 082 |
0 |
|
|a 610
|
| 520 |
|
|
|a There are two constants in academic and theological discourse throughout history, they are the debate around secularization and the dialogue concerning the intersection of religion and education. Each age has had its debate about modernizing forces that drive concerns of impending secularization. In this publication this theme is approached from perspectives of teachers, of students, of policy makers and situated in a politico-historical context. Aware of the fact that in today's plural societies one sacred canopy is non-existent anymore, cracks of the sacred canopy/canopies are described, as well as 'the light that gets in', the possible and challenging ways out are roughly sketched. We expect that each of the contributions of scholars of the East and the West, of the North and the South, and their presented examples and case studies, will stimulate the ongoing exploration and elaboration on the relationship between education and religion in todays' and the coming world - work-in-progress for coming generations.
|