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The Philosophical Basis of Inter-religious Dialogue: The Process Perspective
Editor: Mirosław Patalon
Date Of Publication: Feb 2009
Isbn13: 978-1-4438-0164-5
Isbn: 1-4438-0164-X
In the present epoch of tensions between civilizations, challenges being brought by globalization processes and the necessity of the coexistence of various cultures and traditions, the subject of inter-religious dialogue seems to be particularly significant. Can religions remain isolated islands? Are their claims of being the only source of theological truth justified? Or should it rather be understood as an effect of interaction between different points of view and common effort of looking for the answers to the questions about God and his relations to the world? What is the role of dialogue? Is it only a politically correct element or maybe something more essential – the basis of reasonable existence and development of religion? Should the direction traced by 20th century's partisans of ecumenical movements be widened in order to embrace also non Christian religions? What is the orthodoxy and where are its boundaries? The process philosophy creates a convenient and favorable atmosphere for this kind of considerations. The articles of this selection represent different points of view of the discussed topic. The book is addressed to all who deal with the inter-religious dialogue: both clergy and laymen as well as scholars and students interested in the subject.
Mirosław Patalon, PhD, is a professor of religious education at the University of Gdansk, Poland where he is also a vice-dean of the Social Sciences Faculty. From 1989 to 2003 he was a pastor of Baptist churches in Wroclaw and Gdansk. He is the author of several books and articles on the philosophy of religion and the theory of education.
"Full of possibility across traditions, this pearl is worth the purchase of the book"
Carla Mae Streeter, O.P, Aquinas Institute of Theology, St. Louis, MO in the Journal of Ecumenical Studies 45:1 2010.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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