2011
DOI: 10.1086/657650
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Religion, Education, and Secularism in International Agencies

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Cited by 14 publications
(9 citation statements)
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“…Spiritual models highlight moral beauty because this represents what it means to have moral power in fighting against evil in society. Religious education is challenged by postsecularism and by the impacts of spiritualities and religions within the social sphere (Stambach et al, 2011).…”
Section: Challengesmentioning
confidence: 99%
“…Spiritual models highlight moral beauty because this represents what it means to have moral power in fighting against evil in society. Religious education is challenged by postsecularism and by the impacts of spiritualities and religions within the social sphere (Stambach et al, 2011).…”
Section: Challengesmentioning
confidence: 99%
“…This study benefits and draws from the work of many scholars who have identified promising questions and data sources (Graham, 1995;Hunter, 1984Hunter, , 2010Kwok, 1992;Stambach et al, 2011;Robert, 2002;Worden, 1986). The analysis is qualitative in nature, anchored by a case study of three 20th century Western Protestant teaching missionary women in China analyzed in juxtaposition to three 21st century counterparts.…”
Section: General Overviewmentioning
confidence: 99%
“…The moderated discussion in the February's issue of 2011 Comparative Education Review, which brought together six perspectives on "Religion, Education and Secularism in International Agencies" demonstrates the relevance of a historically-informed study on the intersection of faith and education. In the article, Katherine Marshall (Stambach et al, 2011) highlights the "central place" of religion in meeting global education challenges, noting that "religious institutions are responsible for a large share of educational offerings" (p. 112), so there is a "great need both for better understanding of religious roles in education and for religious leaders and communities to recognize how they might contribute to reaching important national and international education goals" (p. 113). She notes that the challenge for "education for all" demands stronger faith and secular partnerships and that robust education about religion and comparative religion needs to be addressed.…”
Section: Introductionmentioning
confidence: 99%
“…Are secularism and religion inversely related or is their relationship more complex? (Stambach et al ., , p. 111). Leading scholars such as Habermas () and Taylor () even went as far as suggesting that these changes, in western (Habermas) or ‘north‐Atlantic’ (Taylor) consciousness, denote a new ‘post‐secular’ emergent society.…”
Section: Introductionmentioning
confidence: 97%