Suchergebnisse

"America's moral educators have continually splintered our humanity throughout higher education's history. Unable to agree upon a common ethical understanding of our humanity, educators turned to shards of our identity to help students find their moral bearings. The Dismantling of Moral Education explains why and how we arrived at this situation"--

Machine generated contents note: Chapter One -- The Demise of Communist Moral Education -- and the Hand of God 11 -- Chapter Two -- A Combustible Mixture: Evangelism, Ethics, and Politics 33 -- Chapter Three -- The CoM ission 61 -- Chapter Four -- "Choosing My Morality": Changingfiom -- Communist to Christian Moral Education 89 -- Chapter Five -- The Results of the Quest: Christian Conversion 119 -- Chapter Six -- The Battle for Russias Soul: -- Russian Orthodoxy and the CoMission 147 -- Chapter Seven -- Orthodoxys Crusade Against Protestants and Proselytism.175 -- Chapter Eight -- A Concluding Evaluation191 -- A. Methodology 207 -- B. CoMission Member Organizations 211 -- C. Protocol of Intention Between the Ministry of Education -- of the Russian Federation and the Executive -- Committee of the Christian Social Project "The -- CoMission, " USA 213 -- D. Opening Statement at International School Project -- Convocations 215 -- References 219 -- Index 228

Glanzer reviews 'Taking Religion Seriously Across the Curriculum' by Warren A. Nord and Charles C. Haynes.

Attempts to discern where Russia fits in the categories cast by Monsma and Soper to describe the relationship between the state and religious education with such questions as those concerning religious classes in public schools and funding and regulation of religious schools. Finds that Russia transcends the three categories, which are "partial establishments," "strict separation," and "pluralist or structural pluralist" models. In the case of Russia, only religions established there prior to the 1917 revolution have any legal standing towards recognition. Diagrams the history of the state and its considerations of religious training beginning at the Bolshevik rise to power after the revolution, right up to today. One problem seen today goes beyond mere polemic as bureaucratic entanglements strangle the process of regulation and licensing of schools, accreditation of classes between private and public, secular and religious schools, and issues of discrimination against religion in general. Additionally, the curriculums of many schools are simply too loaded to find room for other religious classes that many pedagogues would like to see implemented. On the whole, finds a great, possibly the greatest problem, to be inconsistency throughout the system and hopes for standardization, towards whatever perspective that may be in the end. References. S. Fullmer