Spiritual education in a divided world: social, environmental and pedagogical perspectives on the spirituality of children and young people
Bibliographic record
Abstract
PREFACE * Children Make you Happier ...and Poorer Zygmunt Bauman (Emeritus Professor of Sociology, University of Leeds, UK) DIAGNOSIS * The disenchantment and re-enchantment of childhood in the climate of globalisation Mary Grey (D.J. James Professor of Pastoral Theology, University of Wales, Lampeter, UK) * The Child as Consumer: A North American problem of ambivalence concerning the spirituality of childhood in late capitalist consumer culture Joyce Anne Mercer (Associate professor of Practical Theology and Christian Education, San Francisco Theological Seminary and the Graduate Theological Union, California, USA) * Violence, Fundamentalism and Education Mark Chater (Reader in Education and Tutor in Theology and Education, Bishop Grosseteste College, Lincoln, UK) * Green Issues in Education Raven LeFay (Environmental researcher and campaigner, Dartington, UK) PRAXIS * Impediments to the Realisation of Spiritual Education in Hong Kong, and their Possible Mitigation Ping Ho Wong (Senior lecturer, Hong Kong Institute of Education) * Education for Hope in a Third World Culture: A Review of an Indigenous Educational Project in Uganda and its Spiritual Foundation Michael McMurtary (Lay Pastor on Worship and Renewal, Emmanuel Church, Woking, UK): *Just Tell Them Stories: The Nurture of the Spirit of the Child in Philip Pullman's His Dark Materials John Pridmore (Rector of Hackney Parish Church, Hackney, London, UK) * Wrestling with the Spirit(ual): Grappling with Theory and Location Daniel Scott (Assistant Propfessor and Graduate Adviser, School of Child and Youth care, University of Victoria, B.C., Canada) * What is on a Child's Spiritual Agenda? Joyce Bellous (Associate Professor, McMaster Divinity College, Hamilton, Ontario, Canada) * A Methodology for Addressing Spiritual Education within Religious Education Clive Erricker (County Inspector for Religious Education, Hamsphire, UK) * Connection, Resilience and Empathy: the Spiritual Aspects of Education Marian de Souza (Lecturer and Student Adviser, School of Religious Education, Australian catholic University) * Children's Spirituality in Social Context: A South African Example Cornelia Roux (Professor in Religious Studies and Religious Education, University of Stellenbosch, South Africa): * Creating an Idyllic World for Children's Spiritual Formation Karen-Marie Yust (Assistant Professor of Christian Education, Christian Theological Seminary, Indianapolis, USA) *Spiritual Development and Inclusivity: The Need for a Critical Democratic Approach Jacqueline Watson (Research Assistant, Keswick Hall Religious Education Centre, University of East Anglia, Norwich, UK) * A Risky Business: The potential of groupwork for spiritual education Cathy Ota (Research Fellow, Education Research Centre, University of Brighton, UK):
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.009 | 0.017 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".