Redefining religious education : spirituality for human flourishing
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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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.018 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".