A01=Kevin Mott-Thornton
Author_Kevin Mott-Thornton
Benign Social Order
Category=JHB
Category=JNF
Category=JPA
Category=QDTQ
Civic Education
Civic Pluralism
Civil Society
Common Language
communitarian liberalism
communitarian perspectives
Cultural Justification
Developmental Ideal
Dewey's Account
Dewey’s Account
Education System
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Good Life
Liberal Democratic Perspective
Liberal Policy Makers
Liberal Political Framework
liberalism in schooling
NCC Document
Non-evaluative Conception
Non-public Domain
Non-realist Approach
Non-realist Theologians
Original Position
Personal Development
philosophy of education
pluralism in curriculum
Pluralist Policy Maker
political philosophy education
Primary Educational Aim
Social Democratic Liberalism
Spiritual Development
spiritual development theory
Spiritual Education
spiritual values in state education
traditional religious faith
Product details
- ISBN 9781138615915
- Weight: 420g
- Dimensions: 152 x 219mm
- Publication Date: 30 Jun 2020
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Published in 1998, this book provides a much needed philosophical analysis of the political and educational issues that are raised when spiritual development is regarded as a central educational aim. The author examines the meaning of spirituality in the educational context and provides a suitable educational characterization following a detailed critique of certain ideas put forward by John Dewey, Alistair MacIntyre and Charles Taylor. In the second part of the book the author examines various attempts to derive policies concerning the personal education of pupils from cultural and political claims. The educational implications of a wide range of political perspectives are explored, including those of liberalism, communitarianism, conservatizm and pluralism. Particular attention is given to the constraints imposed on educationalists by the liberalisms of John Rawls and Joseph Raz and, in the final part, the author questions whether any nationally common conception of spiritual education is either educationally adequate or politically acceptable.
