Bøger af Terence Lovat

This collection applies the principles underlying values education to addressing the many social and learning challenges that impinge on education today . Insights in the fields of social and emotional learning, student wellbeing, and, increasingly, educational neuroscience have demonstrated that values education represents an efficacious pedagogy with holistic effects on students across a range of measures, including social, emotional, and intellectual outcomes. With schools in the 21st century confronting issues such as gender identity, stemming radicalism, mental health, equity for disadvantaged groups, bullying, respect, and the meaning of consent, values education offers a way of teaching and learning that integrates and enhances student's affective and cognitive functioning. The earlier edition of this book has become a standard reference for scholars and practitioners in the fields of values education, moral education, and character education. Its citation rates, reads and downloads have been consistently and enduringly high, as have those of its companion text, Values Pedagogy and Student Achievement. A decade on, the main purpose of the revised edition is to update and incorporate new research and practice relevant to values education. Recent insights in the fields of neuroscience and social and emotional learning and their implications for education and student wellbeing are more overt than they were when the first edition was being compiled. Additionally, advanced thinking in the field of epistemology, how humans come to know and therefore learn, has also sharpened, especially through the later writings of prominent scholars like Jurgen Habermas. The revised edition has preserved the essential spirit and thrust of the original edition while making space for some of these new insights about the potential of values education to establish optimal and harmonious learning and social environments for both students and teachers.

The combination of values rich learning environments and values discourse has potential for positive influence on learning. This book explores values education as pedagogy for all learning contexts and links values pedagogy and student achievement.

Terrorism is the threat of the age, or so we are told, and inevitably associated with it is the word 'Islam'. The notion of the 'Muslim terrorist' has become a colloquialism in Western media. Interestingly, in all the history books about the Second World War, the phrase 'Christian fascist' is rarely seen in spite of the fact that skewed Christian theologies were used liberally by the Nazis to further their hatred. This points to a blind spot in Western understanding about the ways in which religious (and non-religious) ideology can be mutilated to serve hateful ends. We think we see it in Islam but we can't see it in ourselves. This book is dedicated to uncovering the many understandings of Islam we lack and the many misunderstandings we need to overcome.

This book summarizes and updates findings from the Australian Values Education Program with a focus on the latest international research in the field, both theoretical and practice-based.

This book moves away from the frameworks that have traditionally guided ethical decision-making in the Western clinical setting, towards an inclusive, non-coercive and, reflective dialogic approach to moral decision-making.

At the present time, when so-called Islamic radicalism, terrorism and Jihadism occupy major media space, with Islam often depicted as the main culprit, the book attempts a tour de force. It proposes that Islam is as much victim as culprit in the history that has led to the current hostility. This is because the common claims of both mainstream and radical Islam that Islam represents the high point of the Abrahamic tradition, and therefore a purification of Judaism and Christianity, have been largely ignored, misunderstood or blatantly rejected by these faiths and therefore by ¿the West¿ in general. This rejection has effectively rendered Islam as the poor cousin, if not the illegitimate sibling, of the tradition. In turn, this has created long-term resentment and hostility within Islam as well as robbed the ¿Judaeo-Christian West¿ of a rich, inter-faith understanding of the wider Abrahamic tradition. The book explores these claims through textual, historical and theological analyses, proposing that many of them stand up better to critical scrutiny than has been commonly acknowledged. It further proposes that seeing Islam in this way has potential to re-awaken its self-understanding as a leader of accord among the Abrahamic faiths, of the kind that characterized the era of Convivencia when, in medieval Spain, Islam constructed and contributed to advanced civilizations characterized by relatively harmonious co-existence between Muslims, Christians and Jews. The book focuses on the role that a more respected and self-confident Islam could play in forging enhanced inter-faith relations in a world that desperately needs them as it struggles to understand and deal with modern and particularly vicious forms of radical Islamism.