Clarifying Faith-Learning Integration : Essentially Contested Concepts and the Concept-Conception Distinction

The language of “faith-learning integration” remains popular among evangelical educators in both K–12 and higher education. Some observers suggest for theological and educational reasons that Christan educators replace integration language with other language. Even its advocates do not agree on what would count as integration. This article suggests that both the concept-conception distinction and W. B. Gallie’s category of an essentially contested concept shed light on the phrase. If faith-learning integration is an essentially contested concept, or is a concept subject to conception-building, then Christian educators may never agree on what counts as a paradigm case

Review of Buchanan and Gellel\u27s Global Perspectives on Catholic Religious Education in Schools

A review of Michael T Buchanan and Adrian-Mario Gellel (eds), New York: Springer, 2015, $129 hbk, ISBN: 978-3-319-20924-1, 312 pp. This expansive collection of 24 chapters remains true to its title throughout. Edited by a Catholic educator from Australia and one from Malta, it represents the current conversation in Roman Catholic education worldwide-a movement experiencing anomie because of pluralism, changing demographics, declining church attendance, and, obviously a new and quite different Pontiff

Canada

Excerpt: The first Europeans to inhabit what is now Canada came from Norse countries about 1000 AD to spend at least two winters at L’Anse aux Meadows, on the northwestern tip of Newfoundland. No evidence remains of any Christian religious activity on the part of these occupants. During the age of exploration, Europeans from many nations came to Canada for various reasons, including trade, political expansion, and Christian missions to the First Nations peoples already resident in Canada. As a result of such mission work, and the replication or expansion of churches from the European countries of origin of Canadian immigrants, church-sponsored education was widespread by the time Canada gained nationhood in 1867