Descartes on the human soul : philosophy and the demands of Christian doctrine

By the 17th century Catholic orthodoxy had defined a range of propositions concerning the human soul as revealed by God and verifiable by natural reason. The writings of Rene Descartes display a consistent adherence to these orthodox propositions. The conclusion presents him as ultimately unsuccesful in convincing his contemporaries that his philosophy provided the rational demonstration of the key soul doctrines and that he was worthy of the title "Christian philosopher"

Religiosity and subjective wellbeing in Christianity, Buddhism and Taoism

The relationship between three religions (Christianity, Buddhism and Taoism) and subjective wellbeing were studied. Religiosity and spirituality-religion satisfaction were significant predictors of subjective wellbeing. A new construct of religious self-esteem and a new scale of Christianity secondary control were found as useful in explaining subjective wellbeing.

Entrapping Christian and Muslim Arabs in racial cartoons in Australia : the other anti-semitism

Racial Cartoons are a powerful force disguised as entertainment operating to shape public opinion. During the 1980s, 1990s and after 9/11 in 2001, cartoons in the Australian press were particularly directed against Muslim and Christian Arabs without remorse or fear of redress or accountability. The offensive of such cartoons has essentially been directed on three fronts—oil, politics and religion. The drawback resulting from socio-cultural, historical and other differences are no doubt visible; but equally obvious is that anti-Semitism, which was directed against the Jews in the 1930s and 1940s, is today mostly directed against the public relations deprived, opinion silenced and undemocratically governed, ethnically diverse Arabs. It is argued in this paper that several forces were behind such distorted visual strategies adopted by the Australian press. Pre-judgement stemming from an inbuilt bias of the cartoonist, or highlighting characteristics which conform to the national interest are likely factors. The debate in Australia as to whether public images and attitudes of a minority “cause” or “determine” policy or whether policy itself changes attitudes is still resting with the jury.

The impact of religious diversity and revitalization on inter-religious education for citizenship and human rights

The unanticipated rise of religious diversity and the re-entry of religion to the public sphere have radically increased the need and demand for education about religions – how they contribute to social and cultural capital – and about the management of religious diversity. The global movement of people and cultures has brought religious diversity to nearly every major city. With diversity has come a renewed interest in the religious identity of others and how to incorporate religious diversity in ways that produce social cohesion. Religious diversity has also raised interest in a values discourse where once atheistic secularity prevailed, made faith-based social and health service delivery both more appealing to governments and more difficult to deliver, and has challenged societies to accommodate a wider range of religious needs and lifestyles. Policies designed to promote social justice and peace have little chance of success without taking seriously the religious dimensions to the issues involved. This context makes clear the need for opportunities to learn about the religions in a society at all levels of education – opportunities that include direct experience of the ‘other’, curricula that appreciate the worlds of faith, spirituality and religion rather than demeaning them, education that provides both historical depth and local reality. Some of this education will be in school, some in remedial work required for a generation or two of leaders who have been raised in ignorance of religion, or trained to despise it.

Must Dewey and Kierkegaard’s inquiry for world peace be violent?

Amongst the many aims of education, surely the pursuit of global peace must be one of the most significant.The mandate of UNESCO is to pursue world peace through education by primarily promoting collaboration.The sort of collaboration that UNESCO endorses involves democratic dialogue,where various persons from differing backgrounds can come together,listen,negotiate and discuss possible ways in which peace might be pursued.While this sort of democratic dialogue with its associated free intellectual inquiry is more readily acceptable for issues dealing with problems in the realm of physical nature, it is not so easily tolerated in the realm of ethics and values. Indeed inquiry into the realm of ethics by Kierkegaard has been described by Levinas to be a form of violence. Similarly John Dewey’s work has been included in a list of the ten most harmful books by some conservatives in the United States because he promoted inquiry into morals and religion. Dewey argued against the assumption that there are two-realms—one physical and one moral.He and Kierkegaard both encouraged democratic inquiry into ethics,which is the sort of collaboration recognised by UNESCO as being necessary if we are to pursue world peace.Yet such investigations can be considered by some to be violent and harmful. It is argued here that pursuing inquiries into ethics and aims of education,while appearing to challenge the status quo, should not be construed as being violent but rather should be understood as democratic and educative.

Teaching or preaching — Max Charlesworth and religious education

In this essay I elaborate on the theoretical framework – that of Millian liberalism – that Max Charlesworth brought to many public issues, including that of the relation between education and religion. I will then apply this framework to a debate in which I have been recently involved myself: a debate around the provision of religious instruction in public schools. In the first section I expound Charlesworth’s rejection of secularism in education in a liberal pluralist state and his defence of faith-based schooling. In the second section I uncover the religious motivations behind the Victorian government’s 1950 amendments to the apparently secularist Victorian Education Act of 1872. In section three, I explore the notion of secularism more fully and suggest that the struggle between those who espouse religious instruction in state schools and those who oppose it while advocating a more general form of education about religion is a symptom of a deeper tension between liberalism and communitarianism within the culture of modernist, liberal states.

Nazi Germany as a christian state : the 'Protestant experience' of 1933 in Württemberg

 This article examines the response of Christians in Germany to the first year of the Nazi state. It responds to Manfred Gailus' call of 'micro-histories' and onsiders how Protestants in Württemberg conceived of 1933 and how they responded to the Nazis' antisemitism. It argues that they drew on a pre-existing myth of national-religious revival in World War I (the 'spirit of 1914') and remained 'actively passive' when it came to antisemitism.

Improving the value of the national curriculum through ethics and the religious

Ethics and religion are currently being considered for inclusion into Australia's national curriculum. This paper argues that such a consideration ought to be founded upon an education for democracy, where students are encouraged to become critical inquirers. It is also contended here that an engagement with ethics and the religious has a lot of potential for enhancing the educative value of our national curriculum because currently ACARA lacks any aspirational purposes for education and is merely focused upon the technical concerns regarding teaching and learning.

Erasure, exclusion by inclusion, and the absence of intersectionality: introducing bisexuality in education

Even though many schools and educational systems, from elementary to tertiary, state that they endorse antihomophobic policies, pedagogies, and programs, there appears to be an absence of education about, and affirmation of, bisexuality, and minimal specific attention to bi-phobia in curriculum, policy, and student welfare. Bisexuality continues to fall into the gap between the binary of heterosexuality and homosexuality across all educational sectors. These absences and erasures leave bisexual students, family members, and educators feeling silenced and invisibilized within school communities. Indeed, these absences and erasures have been considered a major factor in bisexual young people, family members, and educators in school communities experiencing worse mental, emotional, sexual, and social health than their homosexual or heterosexual counterparts. Also of interest is the persistence of bisexual erasure in adult-developed resources and programs, even though there is increasing evidence of sexual identities and practices in youth subcultures that are adopting shifting discursive and societal constructs of sexuality, characterized by notions of fluidity, ambisexuality, and a reluctance to label their sexuality according to the heterosexual/homosexual binary. The articles in this issue profoundly engage with and problematize the three impediments to education systems when those systems engage with sexual diversity instead of sexual duality, namely, erasure, exclusion by inclusion into gay and lesbian categories, and the absence of intersectionality (wherein other facets of identity and experience that interweave with sexuality are not taken into account, such as class, gender, Indigeneity/Aboriginality, ethnicity, geographical location, and religion). 

School principals and racism: responding to Aveling

This study responds to Nado Aveling's call in ‘Anti-racism in Schools: A question of leadership?’ (Discourse: Studies in the Cultural Politics of Education, 2007, 28(1), 69–85) for further investigation into racism in Australian schools. Aveling's interview study concluded that an overwhelming number of school principals denied the presence of racism in their schools, and that there were no discernible differences in how principals in different schools constructed racism. In contrast, our research found that school principals' constructions of cultural racism are strongly influenced by their school contexts. We elucidate these differences examining the various intersections between race, class and religion deployed by principals in different sites, and argue for the utility of examining and theorising cultural racism using an intersectional approach. By bringing context into our analysis we provide a more nuanced insight into the different ways in which racism is constituted and understood by Australian school principals.

Domesticating cosmopolitanism: Charmian Clift’s women’s column in the Sydney Morning Herald and Melbourne Herald in the 1960s

When novelist Charmian Clift returned to Australia in 1964 after 14 years in England and Greece, she was commissioned to write a women’s column in the Sydney Morning Herald and Melbourne Herald. Her topics ranged widely, from food and drink, migrants and hospitality, famine and peace, children and religion, pop music and Aborigines to travel and housewives. By all accounts Clift struck a chord with her readers, her feel for connecting the vagaries of everyday life with historical and global events and social shifts made hers a distinctive voice in the daily press. This article explores the cosmopolitan outlook of Clift’s newspaper column: a world of hospitality and travel based on a common humanity, a perspective that neither feared nor favoured class, caste and colour, all the while not shying away from criticisms of the moral ambiguities of a sophisticated worldliness. It argues that Clift’s cosmopolitan perspective offered women a moral space that circumscribed local conditions. The article adds to an emerging body of knowledge on the gendered dimensions of cosmopolitanism and seeks to understand what kind of cosmopolitan world for women existed in 1960s
Australia.

Experiencing God and expressing his love through words and sounds

“The role that music plays in religion and spiritual life is evident throughout history and across cultures” (Lipe 2002, 210). Spirituality and religion are often used together and interchangeably as people may encounter spirituality through an organized religion or individualized religion; connection to nature or personal spiritual practices or people may seek scientific answers and truth as a form of spirituality. This paper situates itself within a wider study on Spirituality and Well-being: Music in the community that started in 2013 in Australia. Both authors are music educators and organists discussing their experience through narrative reflection across two continents in relation to how music contributes to spirituality within religious context and impacts on well-being. They recognize and acknowledge that music is one of God’s gifts and have been included throughout church history through songs and form an important aspect of worship (Vaught 2009). Spiritual connections are not confined to the institution of the church or to religion but are concerned with the connection “we can feel between ourselves and something vast, unseen, mysterious, and wondrous” (Millar 2000, 140). The findings of this are limited in the sense that it only focuses on two voices hence generalizations cannot be made to other musicians or church settings. However, it can be argued that music in worship can enrich and enhance one’s connection with God and with others through sound. The authors argue “music can provide many people with ways of experiencing and expressing their spirituality in their life that otherwise they might find difficult to access in other tangible ways” (Hays and Minichiello, 2005a, 95).

Asian Cities: Cultural heritage and the interplay between nation building and internationalism

It is over a decade since the volume The Disappearing Asian City (Logan 2002) was published. An edited volume bringing together a number of experts on the region, the book identified the threats facing buildings, archaeological sites and the historic character of cities, as well as the myriad of challenges of raising civic and regulatory awareness about the value of cultural heritage in times of rapid transformation. It was a set of concerns and arguments that remain as pertinent as ever. Those who have lived and worked in different parts of Asia over the past decade on cultural heritage issues, frequently use the terms 'extraordinary' or 'bewildering' to describe the scale and speed of transformation that has taken place. Indeed, for those concerned about maintaining continuities between past and present - whether they be social, spiritual or material - the development of cities, the wholesale movements of communities in and out of urban landscapes, together with the dramatic increase in industries like tourism, has often been disorienting, and in some cases deeply confronting: both professionally and emotionally. And yet, to focus on loss and destruction would miss a whole set of other fascinating, emergent and important trends. As numerous publications in the intervening period have shown, cultural heritage has become a topic of intense interest and debate in the majority of Asian societies, for a host of reasons (Askew 2010; Broudehoux 2004; Pai 2013).

Reducing the risk of heart disease among Indian Australians: knowledge, attitudes, and beliefs regarding food practices - a focus group study

BACKGROUND: Australia has a growing number of Asian Indian immigrants. Unfortunately, this population has an increased risk for coronary heart disease (CHD). Dietary adherence is an important strategy in reducing risk for CHD. This study aimed to gain greater understanding of the knowledge, attitudes and beliefs relating to food practices in Asian Indian Australians. METHODS: Two focus groups with six participants in each were recruited using a convenience sampling technique. Verbatim transcriptions were made and thematic content analysis undertaken. RESULTS: Four main themes that emerged from the data included: migration as a pervasive factor for diet and health; importance of food in maintaining the social fabric; knowledge and understanding of health and diet; and elements of effective interventions. DISCUSSION: Diet is a complex constructed factor in how people express themselves individually, in families and communities. There are many interconnected factors influencing diet choice that goes beyond culture and religion to include migration and acculturation. CONCLUSIONS: Food and associated behaviors are an important aspect of the social fabric. Entrenched and inherent knowledge, attitudes, beliefs and traditions frame individuals' point of reference around food and recommendations for an optimal diet.

Erasure, exclusion by inclusion, and the absence of intersectionality: introducing bisexuality in education

This chapter introduces and problematizes the three impediments to sexual diversity and bisexuality in education, namely, erasure, exclusion by inclusion into gay and lesbian categories, and the absence of intersectionality (wherein other facets of identity and experience that interweave with sexuality are not taken into account, such as class, gender, Indigeneity/Aboriginality, ethnicity, geographical location, and religion). It introduces each chapter as well as reflecting on where further research is needed.