Abstract
Recent international events have intensified interest among politicians, religious leaders, scholars and educational professionals about the way religion is taught in schools and its consequent manifestation as learned social behavior. Students’ understanding of other faiths alongside their own personal faith is being scrutinized and there are persistent calls for a reassessment of the emphasis placed on this in education. Indeed, the linkages of spiritual and moral development with religious education and civic education (with its focus on human rights and the duties and responsibilities of citizens in local, national and international contexts) are lively and contentious issues. Of particular interest are contrasts between curriculum-based approaches to religion adopted in secular societies (where state and religious institutions are separated as in many western nations) and religious societies (as in most Muslim nations).
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Zia, R. (2007). Transmission of Values in Muslim Countries: Religious Education and Moral Development in School Curricula. In: Benavot, A., Braslavsky, C., Truong, N. (eds) School Knowledge in Comparative and Historical Perspective. CERC Studies in Comparative Education, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5736-6_8
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DOI: https://doi.org/10.1007/978-1-4020-5736-6_8
Publisher Name: Springer, Dordrecht
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