Religion is in the forefront of current discussions about such areas as teacher preparation, parental duties, the rights of church-affiliated schools, values education, full personal growth, the proliferation of crime, moral aberrations, the loss of personal identity, and society's concerns. But what is religion? And what is the testimony to its importance from such fields as philosophy, history, anthropology, sociology, and psychology? Can today's renewed interest in ethics be satisfied without reference to religion? If systematic exposure to religion is necessary for wholeness, can it be fulfilled by learning
about religion, or must it be by way of
commitment? May current graduates of schools without religion systematically in their curriculum be said to be educated, or must they be said to be only schooled? How does one satisfactorily include religion in government schools? In denominational schools?
New York, Bern, Frankfurt/M., Paris, 1991. XXV, 446 pp.
Contents: After attempting accurate definitions of religion, personal development, education, and schooling, this book goes
into the making of the modern mind, its characteristics, and its consequent predispositions. It delineates the people of the
world and religion: the history of the mysticism of the East, the religions of the West, and the United States. The book provides
viewpoints on religion in the best in personal development from the disciplines of anthropology, sociology, and psychology.
Finally, it suggests prescriptions for optimal personal formation in both church-related and government (public) schools.