| The education of the whole person or the development of a fortress mentality? Carmel College, Carmel : 1960-1962.
| Godfrey, J. R. | 2005 |
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Title: The education of the whole person or the development of a fortress mentality? Carmel College, Carmel : 1960-1962.
Author(s): Godfrey, J. R. |
Journal Details: Education Research and Perspectives v.32 n.1 p.52-74
Published: June 2005
ISSN: 0311-2543
Abstract: This paper examines the religious, educational and social environment of Carmel College, Western Australia during the years 1960 to 1962 to ascertain whether the rhetoric matched the reality of the education offered to the Seventh-day Adventist students during these years. Carmel College was a Year 8 to 12 institution with an enrolment of 100 to 150 day and boarding students from 1960 to 1962. This paper analyses the religious, educational and social milieu of Seventh-day Adventism from the perspective of the present worldview of a number of Carmel students of the 1960s. [Author abstract]
URL (open access) : http://erpjournal.net/wp-content/uploads/2012/07/ERPV32-1_Godfrey-J.-R.-2005.-The-education-of-the-whole-person-.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=145848
Record No: 145848 From EdResearch online
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| Fundamentalism and education : a case study in social ambiguity.
| Knight, J. | 1985 |
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Title: Fundamentalism and education : a case study in social ambiguity.
Author(s): Knight, J. |
Journal Details: Discourse v.5 n.2 p.19-38
Published: April 1985
ISSN: 0159-6306
Abstract: Religious fundamentalism has played a significant role in the contemporary conservative attack on public education. For those who are concerned to defend even the limited degree of liberal or progressive education now existing, it is essential to understand the nature and implications of this populist and reactionary social phenomenon whose appeal is enhanced by the current social and economic crisis. Using the Seventhday Adventist Church in case study fashion, the article draws upon sect literature, documents and interviews, to outline normative Adventist assumptions and practice in schooling. On the basis of this analysis, an explanation of the ambivalence of fundamentalism to education is offered. It is argued that while fundamentalism is typically antithetical to social pluralism, secular or humanistic morality and lifestyles and progressive education, it supports the unequal economic and social structures of contemporary western society. Hence fundamentalism typically seeks to control the process and substance of education, not to eliminate it.
URL (conditional access) : http://dx.doi.org/10.1080/0159630850050202
Record No: 23664 From EdResearch online
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