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Table of Contents
Acknowledgments; Contents; Chapter 1: Introduction; 1.1 Models of Religious Education; 1.2 Religious Education and Social Cohesion; 1.3 Differences in Education and Training of Teachers; 1.4 In This Book: Authors, Topics and Regions; References; Chapter 2: Religious Education in European Organisations, Professional Associations and Research Groups; 2.1 Introduction; 2.2 Understanding Religion(s): Intrinsic and Instrumental Aims; 2.3 European Organisations: The Council of Europe; 2.3.1 Intercultural Education and the Challenge of Religious Diversity and Dialogue in Europe
2.3.2 The Council of Europe on the Place of Religion in Education2.3.3 Teaching About Non-religious Convictions; 2.3.4 Signposts: A Council of Europe Dissemination Document; 2.4 European Organisations: The Office for Democratic Institutions and Human Rights of the Organisation for Security and Co-operation in Europe; 2.4.1 The Toledo Guiding Principles; 2.5 The Professionalisation of Religious Education; 2.5.1 The European Forum for Teachers of Religious Education (EFTRE); 2.5.2 The Co-ordinating Group for Religion in Education in Europe (CoGREE); 2.5.3 The European Wergeland Centre (EWC)
2.6 European Research in Religious Education2.6.1 International Seminar on Religious Education and Values (ISREV); 2.6.2 European Network for Religious Education Through Contextual Approaches (ENRECA); 2.6.3 The European Association for the Study of Religions (EASR); 2.6.4 International Society for the Sociology of Religion (ISSR); 2.6.5 The International Network for Interreligious and Intercultural Education (IRE); 2.6.6 The REDCo Project; 2.6.7 Selected Findings from REDCo Qualitative and Quantitative Studies; 2.6.8 Teaching Religion in a Multicultural European Society (TRES)
2.6.9 The European Values Study2.6.10 Doctoral Research; 2.6.11 European Book Series; 2.7 Conclusion; References; Chapter 3: Comparative Studies in Religious Education: Perspectives Formed Around a Suggested Methodology; 3.1 Introduction; 3.2 What Are Comparative Studies in RE?; 3.3 Core Ideas of the Methodology; 3.4 The Dimensions; 3.5 The Levels; 3.6 Findings in the Original Study; 3.7 Comparison Between Nine Western European Countries; 3.8 A Map of Different Contexts of Relevance to RE; 3.9 Where Some Topics of Relevance to the Field of RE Would Fit into the Model
3.10 Seeing the Field of RE Research as a Supranational Field3.11 Summary and Conclusion; References; Chapter 4: What Have We Learned from Four Decades of Non-confessional Multi-faith Religious Education in England? Policy, Curriculum and Practice in English Religious Education 1969-2013; 4.1 Introduction; 4.2 Factors Behind the Introduction of Non-confessional, Multi-faith Religious Education at the End of the 1960s; 4.3 Changes in the Last Four Decades; 4.4 Changes Within Religious Studies and Religious Education; 4.5 1994, 2004 and 2014 (Late 2013)
2.3.2 The Council of Europe on the Place of Religion in Education2.3.3 Teaching About Non-religious Convictions; 2.3.4 Signposts: A Council of Europe Dissemination Document; 2.4 European Organisations: The Office for Democratic Institutions and Human Rights of the Organisation for Security and Co-operation in Europe; 2.4.1 The Toledo Guiding Principles; 2.5 The Professionalisation of Religious Education; 2.5.1 The European Forum for Teachers of Religious Education (EFTRE); 2.5.2 The Co-ordinating Group for Religion in Education in Europe (CoGREE); 2.5.3 The European Wergeland Centre (EWC)
2.6 European Research in Religious Education2.6.1 International Seminar on Religious Education and Values (ISREV); 2.6.2 European Network for Religious Education Through Contextual Approaches (ENRECA); 2.6.3 The European Association for the Study of Religions (EASR); 2.6.4 International Society for the Sociology of Religion (ISSR); 2.6.5 The International Network for Interreligious and Intercultural Education (IRE); 2.6.6 The REDCo Project; 2.6.7 Selected Findings from REDCo Qualitative and Quantitative Studies; 2.6.8 Teaching Religion in a Multicultural European Society (TRES)
2.6.9 The European Values Study2.6.10 Doctoral Research; 2.6.11 European Book Series; 2.7 Conclusion; References; Chapter 3: Comparative Studies in Religious Education: Perspectives Formed Around a Suggested Methodology; 3.1 Introduction; 3.2 What Are Comparative Studies in RE?; 3.3 Core Ideas of the Methodology; 3.4 The Dimensions; 3.5 The Levels; 3.6 Findings in the Original Study; 3.7 Comparison Between Nine Western European Countries; 3.8 A Map of Different Contexts of Relevance to RE; 3.9 Where Some Topics of Relevance to the Field of RE Would Fit into the Model
3.10 Seeing the Field of RE Research as a Supranational Field3.11 Summary and Conclusion; References; Chapter 4: What Have We Learned from Four Decades of Non-confessional Multi-faith Religious Education in England? Policy, Curriculum and Practice in English Religious Education 1969-2013; 4.1 Introduction; 4.2 Factors Behind the Introduction of Non-confessional, Multi-faith Religious Education at the End of the 1960s; 4.3 Changes in the Last Four Decades; 4.4 Changes Within Religious Studies and Religious Education; 4.5 1994, 2004 and 2014 (Late 2013)