A tribute to Terence McLaughlin
- Paperback / softback, 148 pages, 234 mm x 156 mm
- 1 Nov 2009
- Institute of Education
Each chapter applies differing philosophical perspectives to the relevant issues, interacting critically with each other to form a rich and varied debate. This collection is a tribute to the work of Terence McLaughlin, who was Professor of Philosophy of Education at the Institute of Education, University of London. He made important contributions to the philosophical literature on the common school, and wrote extensively on the nature and justification of upbringing and education within a religious faith.
The timely debates in this book will be of interest to students and scholars, both within philosophy of education and more widely. It will also provide a useful tool to leaders, supporters and critics of faith schools, as well as policy-makers in informing their understanding of this key educational issue.
At the time of publication Graham Haydon was Reader of Philosophy of Education at the Institute of Education, University of London. Much of his work has been on moral and citizenship education in plural societies. Publications include Values in Education (Continuum, 2006) and The Common School and the Comprehensive Ideal, co-edited with Mark Halstead (Wiley-Blackwell, 2008).
Hanan A. Alexander
Hanan A. Alexander is Richard and Rhoda Goldman Visiting Professor of Education and Israel Studies at the University of California, Berkeley and Professor of Philosophy of Education at the University of Haifa where he heads the Center for Jewish Education. He is also a senior research fellow at the Van Leer Jerusalem Institute and a visiting fellow of St Edmund's College Cambridge.
Harry Brighouse is Professor of Philosophy at the University of Wisconsin, Madison and was previously Professor of Philosophy of Education at the Institute of Education, University of London.
Eamonn Callan is Pigott Family Professor in the Stanford University School of Education. He was formerly Professor of Education at the University of Alberta. He is the author of Creating Citizens: Political Education and Liberal Democracy (Oxford, 1997) and other works on the philosophy of education.
Gerald Grace is Director of the Centre for Research and Development in Catholic Education (CRDCE), Institute of Education, University of London.
J. Mark Halstead
J. Mark Halstead is a research professor at the University of Huddersfield. He has written widely on moral education, multicultural education and Islamic education.
Michael Hand is Reader of Philosophy of Education at the Institute of Education, University of London. He has research interests in the areas of moral, religious, political and philosophical education.
At the time of publication, Richard Pring was Lead Director, Nuffield Review 14-19 Education and Training, previously Director of Educational Studies, University of Oxford.
Introduction by Graham Haydon
1 Terence McLaughlin: contributions to the study and practice of faith schooling and of Catholic education by Gerald Grace
2 Why bring the kids into this? McLaughlin and Anscombe on religious understanding and upbringing by Eamonn Callan
3 Autonomy, faith and reason: McLaughlin and Callan on religious initiation by Hanan A. Alexander
4 In defence of faith schools by J. Mark Halstead
5 Can faith schools serve the common good? by Richard Pring
6 Faith schools, personal autonomy and democratic competence by Harry Brighouse
7 Faith-based education and upbringing: some concluding remarks by Michael Hand
Bibliography of the writings of Terence H. McLaughlin
Terence McLaughlin brought a high level of much needed philosophical discussion to the field of religious education. The chapters in this book attest to the fact that reasonable and responsible comment in that field is very difficult to make without reference to his work. There could be no greater or more fitting tribute to the timeliness and timelessness of his contribution.
Graham Haydon has gathered an outstanding team of international scholars to pay tribute to the life and work of Professor Terence McLaughlin. Terry would have been justly proud of Faith In Education, not because his own distinctive contribution permeates almost every page, but because each contributor, without exception, takes the debate about faith and education that Terence cared so passionately about into previously uncharted territory. Thought provoking, stimulating and often provocative, this timely collection appears set fair to establish itself as a landmark publication in its field.
Terry McLaughlin was best known for his thoughtful appraisal of religious education and for his careful arguments that religious education could contribute much to furthering liberal democratic principles. For those who knew him well he will be remembered almost as much for his fun loving spirit, his rib-splintering jokes and his lilting Irish tenor as for his judicious and insightful philosophical arguments. He was a profound scholar who wore his wisdom with warmth and gentleness. His untimely death was a profound shock to his friends in both the religious and the philosophy of education communities. Faith in Education is a fitting tribute to Terry. Together the contributors reflect his good will and his gentle, ecumenical spirit while they engage some of the most critical issues in religious education in a spirited and philosophically exciting way. The results are both provocative and sometimes surprising. It is philosophy of education at its very best.
It is essential reading for any educationalist, teacher or policy-maker who wants to engage with what is currently a highly contentious, public problem.
Faith in Education covers much ground. Not only do the contributors outline key debates surrounding faith schooling, but the references to McLaughlin’s work, particularly in the first three chapters, give a historical context for how these debates have come to take their current form. In addition to being an excellent resource book with contributions from key writers in the faith schools debate, the volume is a warm and fitting tribute to a man who contributed much to our understanding of the relationship between faith and education.