Dewey's selective and moulding reception in Spain (1898-1936) was determined by the academic and professional "episteme" as "externationalisation mould". Dewey was translated by members of the bourgeois-reformist Institución Libre de Enseñanza mainly after 1925, as his thought didn't fit in their "episteme " and…

Today Indonesia encounters a significant downturn in its political life amid the society participation, among other things, by traditional Muslim society. Consequently, attentions are drawn to the religious teaching the traditional Muslims obtain to adapt to social or political life in Indonesia. This study aims to describe the impact of religious…

This paper presents a framework for developing citizenship education in the Solomon Islands. By drawing on a qualitative study conducted with 24 students, 20 teachers, and four principals in four rural and urban schools in the Solomon Islands, this study reveals that "wantok"-centred relationships are a unifying symbol that holds the…

This article is written in response to Lingley's (2016) concept of spiritually responsive pedagogy. To begin with, the word "spiritual", when applied to education, still attracts varied responses. Therefore, I have begun by examining contemporary understandings of spirituality as reflected in current research and literature, which…

In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply…

This study is part of a collaborative project examining the quality of life in Confucian societies in Asia. Our major findings suggest that, when our sixteen specific life domains are grouped into three life spheres, namely, material, post-material, and public, the Japanese people tend to be most satisfied with the post-material sphere of life and…

This is a unique collection of leading examples of education grounded in alternative philosophies and cultures--from initiatives to create more democratic schools, through Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf schools, to Maori and First Nations education in Canada and Palestinian Jewish schools in Israel. Aimed at educational…

OFSTED and schools are largely agreed on what is meant by "spiritual development" for schools though debate continues at the theoretical level on the broader question of what might be meant by a spiritual education. In this article, it is argued that cross-curricular "spiritual development" as a form of spiritual education is…