Marius C Felderhof
Biographic Data
| ID | 9339376 |
|---|---|
| NAME | Marius C Felderhof |
| GIVEN NAMES | Marius C |
| FAMILY NAME | Felderhof |
| SIGNATURE | FELDERHOF M C |
| AFFILIATIONS | University of Birmingham |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
A response to Mark Chater’s
Using Dr. Marks Chater’s opinion piece as a starting point, this response tries to show why some of the proposed reforms of RE should fail, at least as put forward by the REC’s ‘Commission on RE’. It does so by countering the two major grounds cited by Dr. Chater as obstacles to the ‘reforms’ proposed. Firstly, in so far as one genuinely seeks to convey knowledge and understanding in education, including RE, political considerations are wholly ir…
Countering extremism in British schools? The truth about the Birmingham Trojan Horse affair
"Countering extremism in British schools? The truth about the Birmingham Trojan Horse affair." Journal of Beliefs & Values, 39(2), pp. 250–251
The Revd Dr William S. Campbell, teacher and scholar
William Sydney Campbell, or ‘Bill’ as everyone who knows him calls him, was born in Aldergrove, Northern Ireland, son to Alexander and Mary Campbell, middle brother to Doreen and Pam. The Campbells
Modern transformations of the University in Britain
This article seeks to evaluate universities against an ideal and finds the modern university gravely wanting in terms of its governance, staff and student relationships, and in the way it delivers its teaching and research. It is corrupted by power relationships, the lack of real accountability of SMTs, the failure to recognise the disciplines and ultimate unity envisaged in the quest for knowledge and understanding.Keywords: university governanc…
An example of modern apologetics, a look at Ferguson’s Faith and its critics
Undiscovered country, imagining the world to come
Degeneracy and English religious education
Nietzsche accused Socrates of being degenerate. The question is posed whether practitioners of contemporary religious education may be suffering from this condition, in particular through the modern practice of associating religion with secular philosophies or ‘beliefs’. Through the examination of tolerance and ‘respect for all’ in the Non‐Statutory National Framework for Religious Education (NSNFRE), there is an attempt to show that by ignoring …
Religious education
by L. Philip Barnes, No. 17, Impact Series, London, Philosophy of Education Society of Great Britain, 2009, 58 pp., £7.99 (paperback), ISBN: 0‐902227‐19‐X This little booklet is essential reading f
Temperance
The article investigates the meaning of temperance by noting some cultural assumptions, raising the question as to why this classical virtue has largely disappeared from modern ethical discourse. By means of some historical notes temperance is identified as the unifying virtue in the person and in society. In its Christian form it is related to love of the transcendent goal of human life. By being similarly goal driven, education should consider …
The unfriendly agora and secular hypocrisy
This article seeks to commend Professor Trigg on his exposure of the warped thinking and policy-making concerning religious life and its institutions in the United Kingdom and elsewhere. However, it challenges the view that the problems he has identified are best linked to deep philosophical and metaphysical positions (e. g. relativism, non-realism and the subjectivity of values). Instead it invites a more piecemeal philosophical approach and sup…
A pioneering experiment
The article is a historical recollection of how, for a short while, the Muslim community came to be involved in a teacher training programme and reflects on the underlying issues that had to be addressed. It also considers the impact on the host institution and implications for Muslim students, together with the lessons that should have been learned from the experiment
Re
Theory can mislead by ignoring detail and the practicalities of teaching situations. Understanding others requires just this attention to detail and practicalities. These observations identify the failings in the ambitions of the National Framework for RE to teach as many ‘religious’ traditions as possible. Part of the motivation of the authors of the Framework appears to reside in the commitment found in liberal education to equality. The author…
The new national framework for RE in England and Wales
The article sets out to discern the aims and objectives of the proposed National Framework for RE and finds them biased towards the study of other people's religious traditions. It observes the differences between religious studies and religious education and the consequences of confining the latter to the former, notably that moral and attitudinal dispositions are not implicit in religious studies. The article further notes that what the propose…
Christian Faith and Higher Education
Religious Schools and Discipline
Recently there has been a growing interest in faith-based schools (see e.g. The Times , No. 67060, 2 December 2001, pp. 1, 4). Politicians have indicated a willingness to support such schools on the assumption that religion may make a positive contribution to schooling. It is not at all self-evident that there is a clear inter-relationship between religion and education on which the assumption can be grounded. In what follows I shall seek to expl…
On Understanding Worship in School Part Two
This article continues a discussion begun in Part One. Together they re-examine the central thesis of Professor John Hull's (1975) book, School Worship, An Obituary, that the practice of worship in school is inappropriate. He attempted to establish his thesis through the analysis of the concept of education and of the concept of worship, and thus to show their essential incompatibility. Part One reviewed what an incompatibility might mean in the …
On Understanding Worship in School. Part One
As worship in school is currently a topic of public debate, it may be useful to re‐examine one of the influential books on the subject,School Worship, an Obituary, by Professor J.M. Hull, published in 1975. I shall argue that it was mistaken in important respects. His case for the abolition of worship in schools was made on essentially philosophical grounds. He sought not just to make the weak point that it is increasingly difficult to overcome m…
Is There a Place for the Religious Voice in Public Education
On Worshipping in School A Response
R.E. And the Education Reform Bill (1987)
No prominent works on this page.
R.E. And the Education Reform Bill (1987)
On Worshipping in School A Response
Is There a Place for the Religious Voice in Public Education
On Understanding Worship in School. Part One
As worship in school is currently a topic of public debate, it may be useful to re‐examine one of the influential books on the subject,School Worship, an Obituary, by Professor J.M. Hull, published in 1975. I shall argue that it was mistaken in important respects. His case for the abolition of worship in schools was made on essentially philosophical grounds. He sought not just to make the weak point that it is increasingly difficult to overcome m…
On Understanding Worship in School Part Two
This article continues a discussion begun in Part One. Together they re-examine the central thesis of Professor John Hull's (1975) book, School Worship, An Obituary, that the practice of worship in school is inappropriate. He attempted to establish his thesis through the analysis of the concept of education and of the concept of worship, and thus to show their essential incompatibility. Part One reviewed what an incompatibility might mean in the …
Religious Schools and Discipline
Recently there has been a growing interest in faith-based schools (see e.g. The Times , No. 67060, 2 December 2001, pp. 1, 4). Politicians have indicated a willingness to support such schools on the assumption that religion may make a positive contribution to schooling. It is not at all self-evident that there is a clear inter-relationship between religion and education on which the assumption can be grounded. In what follows I shall seek to expl…
Christian Faith and Higher Education
The new national framework for RE in England and Wales
The article sets out to discern the aims and objectives of the proposed National Framework for RE and finds them biased towards the study of other people's religious traditions. It observes the differences between religious studies and religious education and the consequences of confining the latter to the former, notably that moral and attitudinal dispositions are not implicit in religious studies. The article further notes that what the propose…
Re
Theory can mislead by ignoring detail and the practicalities of teaching situations. Understanding others requires just this attention to detail and practicalities. These observations identify the failings in the ambitions of the National Framework for RE to teach as many ‘religious’ traditions as possible. Part of the motivation of the authors of the Framework appears to reside in the commitment found in liberal education to equality. The author…
A pioneering experiment
The article is a historical recollection of how, for a short while, the Muslim community came to be involved in a teacher training programme and reflects on the underlying issues that had to be addressed. It also considers the impact on the host institution and implications for Muslim students, together with the lessons that should have been learned from the experiment
The unfriendly agora and secular hypocrisy
This article seeks to commend Professor Trigg on his exposure of the warped thinking and policy-making concerning religious life and its institutions in the United Kingdom and elsewhere. However, it challenges the view that the problems he has identified are best linked to deep philosophical and metaphysical positions (e. g. relativism, non-realism and the subjectivity of values). Instead it invites a more piecemeal philosophical approach and sup…
Religious education
by L. Philip Barnes, No. 17, Impact Series, London, Philosophy of Education Society of Great Britain, 2009, 58 pp., £7.99 (paperback), ISBN: 0‐902227‐19‐X This little booklet is essential reading f
Temperance
The article investigates the meaning of temperance by noting some cultural assumptions, raising the question as to why this classical virtue has largely disappeared from modern ethical discourse. By means of some historical notes temperance is identified as the unifying virtue in the person and in society. In its Christian form it is related to love of the transcendent goal of human life. By being similarly goal driven, education should consider …
Degeneracy and English religious education
Nietzsche accused Socrates of being degenerate. The question is posed whether practitioners of contemporary religious education may be suffering from this condition, in particular through the modern practice of associating religion with secular philosophies or ‘beliefs’. Through the examination of tolerance and ‘respect for all’ in the Non‐Statutory National Framework for Religious Education (NSNFRE), there is an attempt to show that by ignoring …
An example of modern apologetics, a look at Ferguson’s Faith and its critics
Undiscovered country, imagining the world to come
Modern transformations of the University in Britain
This article seeks to evaluate universities against an ideal and finds the modern university gravely wanting in terms of its governance, staff and student relationships, and in the way it delivers its teaching and research. It is corrupted by power relationships, the lack of real accountability of SMTs, the failure to recognise the disciplines and ultimate unity envisaged in the quest for knowledge and understanding.Keywords: university governanc…
The Revd Dr William S. Campbell, teacher and scholar
William Sydney Campbell, or ‘Bill’ as everyone who knows him calls him, was born in Aldergrove, Northern Ireland, son to Alexander and Mary Campbell, middle brother to Doreen and Pam. The Campbells
Countering extremism in British schools? The truth about the Birmingham Trojan Horse affair
"Countering extremism in British schools? The truth about the Birmingham Trojan Horse affair." Journal of Beliefs & Values, 39(2), pp. 250–251
A response to Mark Chater’s
Using Dr. Marks Chater’s opinion piece as a starting point, this response tries to show why some of the proposed reforms of RE should fail, at least as put forward by the REC’s ‘Commission on RE’. It does so by countering the two major grounds cited by Dr. Chater as obstacles to the ‘reforms’ proposed. Firstly, in so far as one genuinely seeks to convey knowledge and understanding in education, including RE, political considerations are wholly ir…
Sociology (16 works) · Philosophy (12 works) · Religious Education and Schools (11 works) · Epistemology (10 works) · Political science (9 works) · Law (8 works) · Psychology (8 works) · Pedagogy (6 works) · History (5 works) · Religion, Society, and Development (5 works)