Redefining religious education : spirituality for human flourishing
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
PART I: THEORETICAL FRAMEWORK 1. Is Religious Education Possible? Richard Pring 2. The Idea of Religious Experience Garrett Thomson 3. Educating Persons: The Role of Religious Education Marius Felderhof 4. Education, Religion and Spirituality How Do They Fit? Sharif Horthy 5. Education and Religion: Issues, Visions, and Best Practice Katherine Marshall PART II: SPIRITUAL EDUCATION IN RELIGIOUS TRADITIONS 6. Religion, Spirituality and Education for Human Flourishing: a Brahma Kumaris perspective Maureen Goodman 7. Spiritual and Humanistic Education: Perspectives from Seon (Zen) practices Jinwol Y. H. Lee 8. Religion, Spirituality and Education for Human Flourishing: Perspectives from the Sikh Dharam Bhai Sahib Mohinder Singh 9. The Creative Life: A Buddhist Perspective on Human Flourishing Jamie Cresswell 10. Collaborative Study for Individual and Social Transformation: a Baha'i perspective Ming Hwee Chong PART III: PEDAGOGICAL CASE STUDIES Introduction 11. An Exploration of Education About rReligions and Today's Spirituality: Is there a turning point in New Zealand education? Jocelyn Armstrong 12. Grit in the Shoe or Pearl in the Oyster? A critique of the concept of 'spiritual development' for post-16 learners in English state education John Breadon 13. Performative Religious Education: Re-vitalizing the forgotten experiential dimension of religion in West-European schools? Bert Roebben 14. Pathways to the Spirit, the Search for Purpose, and Thriving in Life David Streight 15. Keeping the Baby in While Throwing the Bathwater Out: the challenges of keeping spirituality in the new Quebec K-12 curriculum on Ethics and Religious Culture while de-confessionalising it Patrice Brodeur 16. Learning to Live Together Agneta Ucko Conclusion. Religion, Spirituality and Human Flourishing
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it