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Religious Education Of Young: Among other activities, the Religious 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 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 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 and character formation ; (4) to stimu¬late research and experimentation in the entire field of religious and character education.
The chapters in the final section of this book consider spiritual and religious education of young children; young children as citizens and the ways in which different societies' expectations of children impact on the children themselves and the kind of early education made available to them. It is in the final chap¬ter, by Sacha Powell and I, that readers are urged to reflect on the implications of children's place in society and how educators con¬tribute to the upbringing of the young learners who will manage that society in the twenty-first century.See Also Confucian Education Under:Although Wu Ti exercised a strong personal rule, he sought talented and trained men to help ad¬minister the empire. Recognizing that most of these were Confucian in outlook, he sponsored Confucianism and banned from his court sup¬porters of the Legalist philosophy, which had been dominant in the Ch'in dynasty. In 135 he established official specialists of the Five Classics (q.v.)—the works now considered to embody the essence of Confucian wisdom—and in 124 he founded an academy in which prospective gov¬ernment officials received a Confucian education under the specialists. Eventually, much of the lower bureaucracy was composed of men whom the government had given a Confucian education.
*EAT LEARNING, a Confucian classic at-buted to various Chinese scholars but usually Confucius' disciple Tseng Tzu (5th century c.). A chapter of the Book of Rites, one of e Five Classics (q.v.), it has been considered
separate work since the mid-Sung dynasty 70-1276), when Neo-Confucian scholars classi-d it as the first of the Four Books (q.v.) ndamental to Confucianism.
On The Other Hand See Department Of Education:Until recently Dr Richard Bailey was a Senior Lecturer in the Department of Education at Christ Church University College. He is now in the Department of Science and Technology Education at the University of Reading, where he teaches in the area of Physical Education. His primary research interests concern the contributions the biological sciences can make to education, especially in the early years. Current projects include the evolutionary nature of children's play and children's physiological responses to physical activity.
Education.—Although Scottish education h a long history before the Reformation, the R formers' First Book of Discipline gave it impeti It was impossible to carry out the new ideals the 16th century, but the church continued to t: to establish a school in every parish. In the 19 century, education came to be recognized as a fun tion of the state, and the Education (Scotland Act of 1872 transferred responsibility for primal schools to elected school boards and made atten< ance compulsory. Successive acts have in effei created a comprehensive national system of edua tion under the ultimate control of the Scottish Edt cation Department (see section 7. Government] but with wide powers given to local education com mittees. |
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