Religious Education and Religious Understanding: An Introduction to the Philosophy of Religious Education

achieved action agent aims apprehend argued attempt attitudes become beliefs breadth chapter Christian conceptual concerned concrete consciousness constitute correct creative criteria denied dependence depth determinants developed dimension of personal direction discernment distinct diverse educational activities employed establishment example experience express fact formal function give given hand human implicit importance individual intellectual intention interaction intuition involved kind knowledge learning level of insight limited live logical matter means metaphysical mind moral nature necessarily necessary never objective self-integration observation ontic values ontological particular pattern perceived perception person phenomena physical possession possible potential powers practical present provocation question rational reality reason reference relations relevant religion religious dimension religious education religious faith religious understanding requires scheme scholarly understanding sense significance simply skills social spiritual insight stage standing symbols task teacher teaching things thinking tion truth ultimate understood unity universe whereby whilst