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Bringing together narratives and theory-based analyses of practice, this volume illustrates collaborative curricular and co-curricular approaches to promoting vocational discernment amongst students in a Catholic university setting.

This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education. Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international education.

Bringing together narratives and theory-based analyses of practice, this volume illustrates collaborative curricular and co-curricular approaches to promoting vocational discernment amongst students in a Catholic university setting.

This volume combines insights from secular sexuality education, trauma studies, and embodiment to explore effective strategies for teaching sexuality and religion in colleges, universities, and seminaries.

This text presents a comparative, cross-cultural analysis of the legal status of religion in public education in eighteen different nations while offering recommendations for the future improvement of religious education in public schools.

Recognising the need for academic engagement around the challenges and benefits of effective Islamic Religious Education (IRE), this volume offers a comparative study of curricula, teaching materials, and teacher education in fourteen European countries, and explores local, national, and international complexities of contemporary IRE.

This volume reflects the diverse and often competing notions of Islamic education and its implications for contemporary discourse. Investigating the philosophy, worldviews, pedagogy, and institutions of Islamic education, it represents a unique collaboration from world leading academics and practitioners in the field. It borrows from theology, philosophy, history, psychology, sociology and educational studies to examine perennial debates in the field of education. Without advocating `one¿ vision of Islamic education, the volume echoes the neglected and marginalized voices in the field and makes a lasting contribution to Islamic and interfaith studies.

Providing multiple perspectives on a range of topics¿including social media use, interactive classroom learning, and MOOC¿this book presents a series of original case studies on how technology can be used in religion classes in higher education to improve student learning.

Public Theology, Religious Diversity and Interreligious Learning describes the relationship of Christian Public Theology to other religions and their ways of contributing to the common good and promotes mutual learning processes in public education to strengthen the public role and responsibility of religions in pluralistic societies

This volume explores the twenty-first century classroom as a uniquely intergenerational space of religious disaffiliation, and questions about how our work in the classroom can be, and is being, re-imagined for the new generation. The culturally hybrid identity of Millennials shapes their engagement with religious "others" on campus and in the classroom, pushing educators of comparative theology to develop new pedagogical strategies that leverage ways of seeing and interacting with their teachers and classmates. Reflecting on religious traditions such as Islam, Judaism, African Traditional Religions, Hinduism, Christianity, and agnosticism/atheism, this volume theorizes the theological outcomes of current pedagogies and the shifting contours of comparative theological discourse.

This book focuses on the problem of religious diversity, civil dialogue, and religion education in public schools, exploring the ways in which atheists, secularists, fundamentalists, and mainstream religionists come together in the public sphere, examining how civil discourse about religion fit swithin the ideals of the American political and pedagogical systems and how religious studies education can help to foster civility and toleration.

The study of Islamic education has hitherto remained a tangential inquiry in the broader focus of Islamic Studies. In the wake of this neglect, a renaissance of sorts has occurred in recent years, reconfiguring the importance of Islam''s attitudes to knowledge, learning and education as paramount in the study and appreciation of Islamic civilization. Philosophies of Islamic Education, stands in tandem to this call and takes a pioneering step in establishing the importance of its study for the educationalist, academic and student alike. 　Broken into four sections, it deals with theological, pedagogic, institutional and contemporary issues reflecting the diverse and often competing notions and practices of Islamic education. As a unique international collaboration bringing into conversation theologians, historians, philosophers, teachers and sociologists of education Philosophies of Islamic Education intends to provide fresh means for conversing with contemporary debates in ethics, secularization theory, child psychology, multiculturalism, interfaith dialogue and moral education. In doing so, it hopes to offer an important and timely contribution to educational studies as well as give new insight for academia in terms of conceiving learning and education.

This volume explores the twenty-first century classroom as a uniquely intergenerational space of religious disaffiliation, and questions about how our work in the classroom can be, and is being, re-imagined for the new generation. The culturally hybrid identity of Millennials shapes their engagement with religious `others¿ on campus and in the classroom, pushing educators of comparative theology to develop new pedagogical strategies that leverage ways of seeing and interacting with their teachers and classmates. This volume theorizes the theological outcomes of current pedagogies and the shifting contours of comparative theological discourse.

This volume examines the legal status of religion in education, both public and non-public, in the United States and seven other nations. It will stimulate further interest, research, and debate on comparative analyses on the role of religion in schools at a time when the place of religion is of vital interest in most parts of the world. This interdisciplinary volume includes chapters by leading academicians and is designed to serve as a resource for researchers and educational practitioners, providing readers with an enhanced awareness of strategies for addressing the role of religion in rapidly diversifying educational settings.

This book focuses on the problem of religious diversity, civil dialogue, and religion education in public schools, exploring the ways in which atheists, secularists, fundamentalists, and mainstream religionists come together in the public sphere, examining how civil discourse about religion fit swithin the ideals of the American political and pedagogical systems and how religious studies education can help to foster civility and toleration.

This volume explores numerous themes (including the influence of ethnography on religious education research and pedagogy, the interpretive approach to religious education, the relationship between research and classroom practice in religious education), providing a critique of contemporary religious education and exploring the implications of this critique for initial and continuing teacher education.