Mark Chater
Biographic Data
| ID | 9339338 |
|---|---|
| NAME | Mark Chater |
| GIVEN NAMES | Mark |
| FAMILY NAME | Chater |
| SIGNATURE | CHATER M |
| AFFILIATIONS | Bishop Grosseteste University |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Response to Trevor Cooling and Marius Felderhof
It has been said of the Religious Education (RE) community that if you place two practitioners into a room, they will emerge with three viewpoints. Yet even if that were true, I am grateful for the opportunity to read and reflect on Professor Cooling’s and Dr Felderhof’s responses. There is substantial agreement between myself and Prof Cooling concerning structures. He concurs with my critique as ‘important’ and ‘legitimate’, and my shining a spo…
Why RE’s radical reform could fail
This article, which is developed from a keynote given to the Humanists UK RE conference on 28 November 2020 draws attention to the interest groups that operate in and around the world of professional religious education (RE) in England. It argues that reform of RE could still fail. Two factors could spell its end. First is the politics of epistemology, the embedded power structures that shape knowledge and curriculum in the subject. Second is the…
The adventurous school
Just another brick in the wall
This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly viol…
The personal and the political
This paper examines teachers’ sense of vocation and their values at the outset and in the middle of their careers, through reference to three small research projects and to the continuing tradition of research into teachers’ narrative accounts and interpretations of their values in relation to their work. Each of the projects worked with teachers who had an interest in values and spirituality. By enquiring into their reasons for starting and rema…
Hemlock in a Broken Cup Held by an Exhausted Ruler in a City State Near You
Another Country
This paper begins with an exploration of the 'otherness' of homosexual experience in the twentieth century. It argues that this otherness has definite characteristics of subversiveness and creativity, together with a complex, ambiguous relationship to 'mainstream' sexual experience. There is then a review of some literature on children's and young people's experiences of this 'other' in their own sexuality. The interpretation offered here is that…
Another Country
This paper begins with an exploration of the 'otherness' of homosexual experience in the twentieth century. It argues that this otherness has definite characteristics of subversiveness and creativity, together with a complex, ambiguous relationship to 'mainstream' sexual experience. There is then a review of some literature on children's and young people's experiences of this 'other' in their own sexuality. The interpretation offered here is that…
Spirituality as Struggle
This paper begins to explore and interpret the unsatisfactory conditions surrounding the term spirituality. It finds in this unsatisfactoriness a set of contradictions producing a sense of struggle. Using poetry, narrative and experience, it locates spirituality in contexts of struggle. It argues that if spirituality can be interpreted in certain senses as struggle, spiritual education (or development) becomes education in and for struggle. This …
Belief, Values and Community
Woundedness and the Learning Child‐Spirit—Ontology and Epistemology of a Therapeutic Education
Spiritual education, at its best, fosters growth and helps the individual to search for meaning. These processes are by no means painless for the learner: either by ignoring the search, or by engaging in it, s/he may experience frustration, loss, confusion, sadness, anger. The argument will be that we can summarize these painful experiences and name them as woundedness. From a reading ofjungian analysis, religious classics and our own experience,…
Hurry Slowly
In this article I shall consider the spirituality of the educator who wishes to be committed to fostering the child's spiritual and moral development. I intend to ask two questions. First, what are the spiritual needs of teachers who commit themselves to the spiritual well‐being of pupils? Second, what sources can the educator turn to for a spirituality which is both profoundly enriching and also avoids narrowness? I shall offer some evidence of …
Inter‐European Conference on Church and School
Liberation, Plurality and Religious Education
(1996). Liberation, Plurality and Religious Education: An Issues‐raising Approach. Journal of Beliefs & Values: Vol. 17, No. 2, pp. 19-22
No prominent works on this page.
Liberation, Plurality and Religious Education
(1996). Liberation, Plurality and Religious Education: An Issues‐raising Approach. Journal of Beliefs & Values: Vol. 17, No. 2, pp. 19-22
Hurry Slowly
In this article I shall consider the spirituality of the educator who wishes to be committed to fostering the child's spiritual and moral development. I intend to ask two questions. First, what are the spiritual needs of teachers who commit themselves to the spiritual well‐being of pupils? Second, what sources can the educator turn to for a spirituality which is both profoundly enriching and also avoids narrowness? I shall offer some evidence of …
Inter‐European Conference on Church and School
Woundedness and the Learning Child‐Spirit—Ontology and Epistemology of a Therapeutic Education
Spiritual education, at its best, fosters growth and helps the individual to search for meaning. These processes are by no means painless for the learner: either by ignoring the search, or by engaging in it, s/he may experience frustration, loss, confusion, sadness, anger. The argument will be that we can summarize these painful experiences and name them as woundedness. From a reading ofjungian analysis, religious classics and our own experience,…
Belief, Values and Community
Spirituality as Struggle
This paper begins to explore and interpret the unsatisfactory conditions surrounding the term spirituality. It finds in this unsatisfactoriness a set of contradictions producing a sense of struggle. Using poetry, narrative and experience, it locates spirituality in contexts of struggle. It argues that if spirituality can be interpreted in certain senses as struggle, spiritual education (or development) becomes education in and for struggle. This …
Another Country
This paper begins with an exploration of the 'otherness' of homosexual experience in the twentieth century. It argues that this otherness has definite characteristics of subversiveness and creativity, together with a complex, ambiguous relationship to 'mainstream' sexual experience. There is then a review of some literature on children's and young people's experiences of this 'other' in their own sexuality. The interpretation offered here is that…
Another Country
This paper begins with an exploration of the 'otherness' of homosexual experience in the twentieth century. It argues that this otherness has definite characteristics of subversiveness and creativity, together with a complex, ambiguous relationship to 'mainstream' sexual experience. There is then a review of some literature on children's and young people's experiences of this 'other' in their own sexuality. The interpretation offered here is that…
Hemlock in a Broken Cup Held by an Exhausted Ruler in a City State Near You
The personal and the political
This paper examines teachers’ sense of vocation and their values at the outset and in the middle of their careers, through reference to three small research projects and to the continuing tradition of research into teachers’ narrative accounts and interpretations of their values in relation to their work. Each of the projects worked with teachers who had an interest in values and spirituality. By enquiring into their reasons for starting and rema…
Just another brick in the wall
This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly viol…
The adventurous school
Response to Trevor Cooling and Marius Felderhof
It has been said of the Religious Education (RE) community that if you place two practitioners into a room, they will emerge with three viewpoints. Yet even if that were true, I am grateful for the opportunity to read and reflect on Professor Cooling’s and Dr Felderhof’s responses. There is substantial agreement between myself and Prof Cooling concerning structures. He concurs with my critique as ‘important’ and ‘legitimate’, and my shining a spo…
Why RE’s radical reform could fail
This article, which is developed from a keynote given to the Humanists UK RE conference on 28 November 2020 draws attention to the interest groups that operate in and around the world of professional religious education (RE) in England. It argues that reform of RE could still fail. Two factors could spell its end. First is the politics of epistemology, the embedded power structures that shape knowledge and curriculum in the subject. Second is the…
Political science (8 works) · Religious Education and Schools (8 works) · Sociology (8 works) · Philosophy (7 works) · Psychology (7 works) · Spirituality (7 works) · Diverse Education Studies and Reforms (5 works) · Law (5 works) · Medicine (5 works) · Epistemology (4 works)