Who’s Afraid of Secularisation? Reframing the Debate Between Gearon and Jackson

Lewin, David

doi:10.1080/00071005.2017.1305182

Cited by 21 publications

(22 citation statements)

References 23 publications

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“…The last 50 years have also seen considerable changes to our understanding of the place of religion in culture and education which gives context to our present discussion, from the rise of Religious Studies alongside traditional Theology among the academic disciplines (Smart, 1998), to the shift from confessional religious education (hereafter RE) to non-confessional RE, to increased global tensions in the wake of an emergent narrative of a clash of civilisations to the most recent recognition of the 'return of religion' that has sometimes been called the post-secular (Gearon, 2013;Lewin, 2017aLewin, , 2017c. The field of the sociological analysis of religion has become increasingly influential and difficult to disentangle from the theological and philosophical discussions amidst a more politicised social landscape, and has led to speculation about whether recent discussions about the place of religion in education are really talking about the same thing when using the terms religion and belief (Lewin, 2017b(Lewin, , 2017c. In order to address some of these issues we now move more directly to the objects of inquiry themselves, starting with conceptual questions: What is religion?…”

Section: General Conceptual Issuesmentioning

confidence: 99%

Religion and Education: Framing and Mapping a Field

2019

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This publication makes the case for ‘religion and education’ as a distinct, but cross-disciplinary, field of inquiry. To begin with, consideration is given to the changing dynamic between ‘religion and education’ historically, and the differing understandings of religious education within it. Next, ‘religion and education’ is examined from methodologically specific perspectives, namely the philosophical, historical and sociological. The authors outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to these methodological standpoints. Overall, this publication is concerned with demonstrating the scope of the field, and the importance of having a range of disciplinary, and interdisciplinary, perspectives informing it.

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Section: General Conceptual Issuesmentioning

confidence: 99%

Religion and Education: Framing and Mapping a Field

2019

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“…I accept, as Lewin (2016Lewin ( , 2017aLewin ( , 2017b comments, following Habermas (2008) that all of this represents a 'complication of the secular' and a measure, as Vattimo has it, of a 'disenchantment with the very idea of disenchantment' (Vattimo 2003, p. 30). Yet political agendas nowhere meet pedagogical practice more powerfully than in the explicit conjuring up of 'civil religion' as a determining frame for the political uses of religion in education (Jackson and O'Grady 2007;cf.…”

Section: The Secularization and The Securitization Of Religion In Edumentioning

confidence: 99%

The Educational Sociology and Political Theology of Disenchantment: From the Secularization to the Securitization of the Sacred

Gearon

2018

Religions

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This article provides an outline theoretical synthesis of educational sociological and political theology, through the concept of ‘disenchantment’ to afford insights on critical current debates around secularization and securitization. Drawing together two originating frameworks—Max Weber’s (1918) sociological theorization of religious authority’s intellectual demise as disenchantment of the modern world and Carl Schmitt’s (1922) contemporaneous framing of a political theology—this article argues that a bringing together of these apparently disparate perspectives facilitates an understanding of securitization as a staging post in the history of the secularization of religion in education. Here an educational sociology and political theology of disenchantment thereby provides embryonic evidence of the securitization of the sacred as a staging post in the history of secularization. It is argued, in conclusion, that all these framings are a matter of decision-making in the exercise of ideological, political and theological power in and through education. Such decision-making in educational policy presents new sociological and political-theological territory for empirical and theoretical analysis of the shifting sources of authority amongst what C. Wright Mills called the “power elite”.

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“…In England, this is framed in terms of 'spiritual, moral, social and cultural development' (SMSC) of pupils in schools, which has rather unfortunately been associated with a confused notion of the promotion of British values, itself a part of general securitization of education (see Lewin 2017). From the perspective of this book, I think these examples suggest that attempts to address the inner landscape are often usurped by the given contemporary ideology.…”

Section: Reconstructing Socialization Through Mindful Attention?mentioning

confidence: 99%

Review of Reconstructing ‘Education’ Through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy, Oren Ergas

Lewin

2018

Stud Philos Educ

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This paper provides a review of Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective practice but stopping short of any real encounter with the complex dynamics of the self. In Ergas' bold inquiry, we are invited to attend and to see for ourselves by considering perspectives and practices rooted in contemplative traditions. The educational context becomes clear as attention to the self entails formation of the self. However, I argue that it is not clear why contemplative traditions (or mindful attention defined by the text) are best placed to engage in such formation. I suggest that a central problem with the book is the conflation here of education and socialisation, and that more systematic treatment of educational questions might obviate some of the troubling issues around the failures of what is called the inner curriculum. Keywords Mindfulness · Attention · Socialization · Experience · ContemplationThe basic concern of this book is to show that learning about ourselves is a vital educational endeavor. It is made strikingly plain that present educational theory and practice ignores or avoids substantial self-inquiry, paying lip service to reflective practice but stopping woefully short of any real encounter with the complex dynamics of the self. In this bold inquiry, we are invited to attend, to see for ourselves, in an argument whose simplicity masks a sustained dwelling with, and in, the perspectives and practices that are fundamentally rooted in contemplative traditions. Although only occasional reference is made to traditions of contemplative practice-e.g. Buddhist, Daoist, Hindu-it is clear that the author draws from deep wells in developing his argument. As a student of education, philosophy

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Who’s Afraid of Secularisation? Reframing the Debate Between Gearon and Jackson

Cited by 21 publications

References 23 publications

Religion and Education: Framing and Mapping a Field

Religion and Education: Framing and Mapping a Field

The Educational Sociology and Political Theology of Disenchantment: From the Secularization to the Securitization of the Sacred

Review of Reconstructing ‘Education’ Through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy, Oren Ergas

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