Profound changes in society, government policy and the political landscape, as well as cataclysmic events such as 9/11, have greatly altered perceptions of faith schools and their existence now causes more controversy than ever. Taking a reflective practice approach, this study by people working within faith schools and colleges explores the new hot issues surrounding the subject in a sophisticated way. Looking at the supposed secularisation of the West, the nature of the multi-cultural and multi-faith society, the role of women, the spiritual development of children and most of all, the form that the tolerance of religious diversity should take in liberal societies, this book encourages readers to re-examine their assumptions and to consider faith schools as a part of the future of the English schooling system, within a multi-cultural society. This book was previously published as a special issue of The International Journal of Children's Spirituality.

- Do faith schools have a place in a plural society? - Which types of school contribute most effectively to a plural society? This fascinating monograph seeks to answer these questions and more by exploring the fit between personal, spiritual and academic goals in contemporary educational experience and individual school cultures. Jo Cairns, a well-respected authority on faith schools, argues that educational ideology in plural societies has to find a way of recognizing and responding to the 'predicament' of pluralism as it is experienced by individuals and communities. This provocative and challenging book will undoubtedly stimulate debate among educationists across the world.

This book discusses the relationship between faith, formation and education. Rooted in a variety of discourses, the book offers original insights into the education and formation of the human person, both theoretical and practical. Issues are considered within a context of contemporary tensions generated by an increasingly pluralist society with antipathy to religious faith, and debated from interdenominational Christian perspectives. Including chapters by an international team of experts, the volume demonstrates how Christian faith holds significance for educational practice and human development. It argues against the common assumption that there can be a neutral approach to education, whilst at the same time advocating a critical dimension to faith education. It brings fresh thinking about faith and formation, which demands attention given the fast-changing political, educational and socio-cultural forces of today. It will appeal to students and researchers involved in Christian educational practice.

In this thesis Reflecting About Faith in Education, the author evaluates his previous reflections at various points in his career in education, to deepen his understandings and to draw out issues and signposts for current practice . He includes extracts from and references to his public writing and published works which are reviewed critically in the light of further reading, experience, and reflection. He signals how these ideas might continue to inform the current and future educational scenes in UK. He discusses and illustrates how theory and practical wisdom can emerge out of reflection about practice. He examines the legitimacy of informing practice with faith in the public square of contemporary British society, analyses the nature of reflection, and narrates and analyses aspects of his work in personal and social education, citizenship, and mentoring. He develops how the Christian Faith may make contributions for public good.Action research has been an important part of his career, which he illustrates in mini cases about social education, professional development, art as mission, and poetry as therapy. He makes a new case for action research as spiritual practice. His eclectic qualitative methodology draws on autoethnography, narrative, and poetic inquiry and arts-based research. Readers are invited to evaluate his arguments and to test his hypotheses for maintaining and improving practice in education.The author claims to contribute fresh ideas to qualitative research methodology and reflective practice, the place of Faith in the public square, perspectives on mentoring, on Personal Social and Moral Education and Citizenship, action research as spiritual practice, mission studies, arts based research and poetry as research and therapy.

"In Earthen Vessels, Daniel Aleshire, executive director of the Association for Theological Schools, makes the case for the future of theological education in a personal and conversational essay. Rather than using a historical or analytic approach, Aleshire uses what he terms appreciative inquiry to identify the strengths of theological education and how they can support future work in the field. By describing this work and its far-reaching benefits, he aims to inform school board members, donors, administrators, and faculty who may be seeking to understand the bigger picture of their institutions. Aleshire organizes the book into three parts. The first makes the case for theological schools by describing the work they were intended to do and the contributions they make. The second focuses on the nature of their work - teaching, learning, and research. Finally the third describes the partners who make this work possible. Aleshire notes that much of the future of these schools will be framed by changes in these partners - administration, the church, and the higher education community - and the ways that schools change in response"--Amazon.com.

"Offers the spiritual foundations that should define/suffuse Catholic education, at every level, to ensure that Catholic schools are providing the education that they promise"--