Abstract
| Original language | English |
|---|---|
| Title of host publication | A Companion to Atheism and Philosophy |
| Editors | Graham Oppy |
| Place of Publication | Hoboken NJ USA |
| Publisher | John Wiley & Sons |
| Chapter | 26 |
| Pages | 383-395 |
| Number of pages | 13 |
| Edition | 1st |
| ISBN (Electronic) | 9781119119302, 9781119119227 |
| ISBN (Print) | 9781119119111, 9781119119180 |
| DOIs | |
| Publication status | Published - 2019 |
Keywords
- religious education
- atheism and education
- philosophy of education
- john dewey
- children's rights
- ethics education
- philosophy in schools
- moral education
Cite this
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Education. / Bleazby, Jennifer.
A Companion to Atheism and Philosophy. ed. / Graham Oppy. 1st. ed. Hoboken NJ USA : John Wiley & Sons, 2019. p. 383-395.Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review
TY - CHAP
T1 - Education
AU - Bleazby, Jennifer
PY - 2019
Y1 - 2019
N2 - This chapter examines key arguments for and against the teaching of religion, atheism, and philosophy‐based ethics in schools. These arguments are examined within the context of the controversy that erupted when an ethics curriculum was introduced into state primary schools in New South Wales, Australia, in 2010. This ethics curriculum is an alternative to special religious education (i.e., religious education that aims to inculcate students with the beliefs of one faith). During the debate that ensued, well‐known arguments relating to the teaching of religion, atheism, and ethics in schools were presented. An analysis of this case demonstrates the relevance of these arguments within a contemporary, largely secularized society. A Deweyian theoretical framework is used to evaluate the educational value of these two curricula and to argue that all students should partake in a general philosophy course where a range of religious beliefs are critically examined and compared to atheism.
AB - This chapter examines key arguments for and against the teaching of religion, atheism, and philosophy‐based ethics in schools. These arguments are examined within the context of the controversy that erupted when an ethics curriculum was introduced into state primary schools in New South Wales, Australia, in 2010. This ethics curriculum is an alternative to special religious education (i.e., religious education that aims to inculcate students with the beliefs of one faith). During the debate that ensued, well‐known arguments relating to the teaching of religion, atheism, and ethics in schools were presented. An analysis of this case demonstrates the relevance of these arguments within a contemporary, largely secularized society. A Deweyian theoretical framework is used to evaluate the educational value of these two curricula and to argue that all students should partake in a general philosophy course where a range of religious beliefs are critically examined and compared to atheism.
KW - religious education
KW - atheism and education
KW - philosophy of education
KW - john dewey
KW - children's rights
KW - ethics education
KW - philosophy in schools
KW - moral education
U2 - 10.1002/9781119119302.ch26
DO - 10.1002/9781119119302.ch26
M3 - Chapter (Book)
SN - 9781119119111
SN - 9781119119180
SP - 383
EP - 395
BT - A Companion to Atheism and Philosophy
A2 - Oppy, Graham
PB - John Wiley & Sons
CY - Hoboken NJ USA
ER -