Education for transformation: meeting students' needs in changing contemporary contexts
The latter part of the twentieth century saw huge movements of people across many areas of the globe through government‐organized migration programs, through extended career pathways, and through the growing numbers of refugees and displaced persons as a result of war, famine, drought and other deva...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
2008
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| In: |
International journal of children's spirituality
Year: 2008, Volume: 13, Issue: 1, Pages: 27-37 |
| Further subjects: | B
Australian society
B Religious Diversity B Consciousness B Plurality B Paradigm Shift B spirituality and education |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a The latter part of the twentieth century saw huge movements of people across many areas of the globe through government‐organized migration programs, through extended career pathways, and through the growing numbers of refugees and displaced persons as a result of war, famine, drought and other devastating scenarios. This has led to the rise of societies with multicultural, multi‐faith and multi‐linguistic features, where once they were mono‐cultural and mono‐religious and, for the most part, mono‐linguistic. The emergence of these pluralist societies has, in some ways, ‘grown’ more inclusive and interactive communities with increased tolerance levels. Nonetheless, recent global events in the political, cultural and religious spheres have caused division, discrimination and distrust to surface, thereby unsettling the tenuous mantle of peace and harmony within these communities. This article examines some of these influences on contemporary Australian society and argues that what is needed is education for transformation which reflects a change in consciousness and which is more appropriate to the context of the contemporary world, one that is grounded in the totality of human experience which lies beyond the positivistic, reductionistic, scientific worldview of twentieth‐century education. | ||
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