This article addresses the life and educational thinking of Victor Lytton, second Earl of Lytton, who not only involved himself in a wide number of social causes but was instrumental in contributing to the development of progressive education in the early decades of the twentieth century. This he did through his work with the New Ideals in…

The main purpose of the article is to highlight the anthropological principles of human research in the creative legacy of Mykola Shlemkevych, a philosopher, teacher, publicist, editor, public figure, and to outline their relevance for the present. In his concept, the man is represented in two aspects -- a spiritual being and a social being. He…

Indigenous children's literature supports Indigenous communities' rights to revitalization, and to the transmission to future generations, of Indigenous histories, languages, and world views, as put forth in the United Nations Declaration of the Rights of Indigenous Peoples. Drawing on Indigenous teachings that were given to him by Elders, an…

Both Jarvis and theories of Christian Religious Education (CRE) emphasise that learning develops the whole person, yet they differ in their understandings of how and why this is the case. Jarvis's experiential learning theory begins "from below" with experience, whereas many approaches of CRE begin with the end result: individuals…

Satis Coleman (1878-1961) was a pioneering but underacknowledged teacher in the history of American music education. Hers was a voice of teaching creativity in the twentieth century, which occurred at the progressive Lincoln Lab School and Teachers College, Columbia University, in New York City. This article considers Coleman's music education…

This article delves into the various religious influences on Dr. Felix Adler's spiritual development and the resulting theological and philosophical foundations for the Ethical Culture Society that he created in addition to the Society's schools. The discussion focuses on Dr. Adler's personal struggles with traditional Judaism in the face of…

At the heart of the Christian experience lies the conviction that justice and freedom are essential to build communities where God's love is authentically experienced by all. Such conviction emerges as part of an intentional process of faith formation that begins at home and must be constantly nurtured throughout the life cycle. This article…

Katharine Drexel was an important educator who taught profound lessons to the Roman Catholic Church and American society about the responsibility of privilege and the irresponsibility of prejudice. As a professed nun dedicated to the education of Black and Native Americans, she taught both intentionally and by example. Religious educators, seeking…

Using a life history approach, this paper explores spirituality in the life and work of Muslim teachers employed in state schools of England. Background for discussion includes a rationale for the methodology and its advantages. The findings highlight their conceptualisation of God and purpose of life, and draw attention to their views and…

The story is told of Aimee Semple McPherson, a star female evangelist in the USA in the 1920s. Theologically and in her own understanding of doctrine she resisted denominational or classical Pentecostalism and asserted her own view, stemming from Azusa Street, that the message of Spirit baptism belonged to the church at large.

The three most common paradigms used to develop leadership prescriptions are the empirical, biographical, and ideological. The empirical paradigm is subdivided into quantitative and qualitative versions. Similarly, there are two forms of the biographical paradigm: historical and autobiographical. The ideological paradigm involves an appeal to…

This combination of intellectual, spiritual, cultural, and social biography reveals connections between the religious life, theory of religion, and intellect of J. Dewey, a major figure in educational history. In his rejection of traditional religion, Dewey turned to public human good and human service. (SLD)

Augustine's concept of the deep self provides a basis for a complex and many-faceted account of critical thinking. He uncovers the moral sources of thinking in the inner depths of the self and shows that critical thinking presupposes radical self-reflection ready to face the truth about oneself. Self-knowledge assumes transparency, consciousness…