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Religious Education Debate: Among other activities, the religious education debate Educa¬tion Association organizes seminars, round tables, and workshops and holds occasional national conventions: (1) to discuss the theories, philoso¬phy, and methods of religious education debate and character education; (2) to consider ways of enhancing the adequacy and quality of religion in American education through schools, colleges, churches, synagogues, and other agencies; (3) to help leaders of religious education debate and character education to become aware of the findings of research in the pedagogy, psychology, and sociology of religion, theology, and other disciplines, as it bears on religious education debate and character formation ; (4) to stimu¬late research and experimentation in the entire field of religious education debate and character education.
There are, however, still substantially unanswered questions in this sensitive and complex area of human experience.
If there is little more to say in terms of the nature of spiritual expe¬rience, than has already been said in the discussion papers mentioned above, it would be superfluous to add another Blind person's contri¬bution to the 'elephant debate'. What I would like to do in this chap¬ter is present some key questions and, from the perspective of these, to evaluate certain points raised in these discussions. Having offered such an evaluation it may be possible to re-visit the objectives that 'spiritual' and religious education debate education in this context are designed to meet and make suggestions for the development of the agenda in terms of the continuing debate.See Also Schooling And Education:Although schooling and education may have had its advantages when not compulsory - as a means for social progress, to inculcate religious knowledge and val¬ues, as a 'baby-sitting' service - once the 'right' to schooling and education was imposed across the western world, it was resented by both parents and children (Cunningham 1995). Secular education was resented by the churches (Horn 1989). The status quo was preserved for those who had always been able to pay for their own children's schooling and education but the roots of the duality of modern British children's educational expe¬riences (private versus state) matured then.
Britain, the 'school', as we now accept it, is a relatively recent phe¬nomenon. Until the nineteenth century 'education', rather than 'schooling and education', was much more the result of what individual parents vere able to provide than a national expectation. The class structure ensured that certain values were transmitted across the generations, maintaining a male-oriented, hierarchical system. The Church, part of this power structure as well as a traditional provider of schooling and education, protected and reinforced its place by selectively passing on knowl¬edge to those who would maintain its position. Parents, if wealthy enough, could choose to tutor at home or pay for public schooling and education. In both scenarios, parents could be assured generally that the knowl¬edge passed on to their offspring would respect and match their val¬ues and culture.
On The Other Hand See Education Was Universalized:As education was universalized, its connectii with religion was the subject of much discussk and debate. Under Horace Mann (1796-185< the pattern of eliminating sectarian instructk from the public schools was established in Ma sachusetts in the 1840's. This pattern, whi< stressed the school's responsibility for characti and morals and its strict avoidance of doctrin controversy, in time became accepted throughoi the United States. The Sunday school, as supplementary form of education, came in to fi the vacuum created by the elimination of religioi teaching from the public schools. In doing so became a distinctly religious school. Its growl was rapid, but not primarily because of chun leadership and support. It was led and supporte mainly by lay people, was often interdenomin; tional in character, and had few binding ties 1 the organized church.
About 70 colleges and universities offer programs to train health education teachers, and the profession is growing. Members of the pro¬fession feel strongly that health education should not be considered a part of physical education and that physical education should not be a branch of health education. Some high schools now give a half year to physical education and a half year to health instruction. |
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