Abstract
Social sustainability requires adult and vocational education to equip people for constructive dialogue with others who have different religious commitments. To equip people for such dialogue requires understanding of how it differs from scientific discussion, on the one hand, and from bargaining over interests, on the other hand. It is possible to understand religious difference as a sort of cognitive difference that resembles different ways of seeing, or different decision frames. If we understand religious difference in that way, it may be possible to develop educational tools that are as simple and straightforward as others that have been developed to equip people for bargaining over interests.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ball, C., & Haque, A. (2003). Diversity in religious practice: implications of Islamic values in the public workplace. Public Personnel Management, 32(3), 315–330.
Brown, R. J. (1988). Group processes: dynamics within and between groups. Oxford: Blackwell.
Davetian, B. (2001). Moral tensions between western and Islamic cultures: the need for additional sociological studies of dissonance in the wake of September 11. Sociological Research Online, 6(3). http://www.socresonline.org.uk/6/3/davetian.html. Accessed 23 April 2008.
Fisher, R.,&Ury, W. L. (1981). Getting to YES: negotiating agreement without giving in. Boston:Houghton Mifflin.
Fogarty, R. J., & Pete, B. M. (2004). The adult learner: some things we know. Melbourne: Hawker Brownlow.
Gregory, R. L. (Ed.) (1987). The Oxford companion to the mind. Oxford: Oxford University Press.
Harré, R., & van Langenhove, L. (Eds) (1999). Positioning theory. Oxford: Blackwell.
Hick, J. (2004). An interpretation of religion: human responses to the transcendent. (2nd edn.). London: Palgrave Macmillan.
Honderich, T. (Ed.) (1995). The Oxford companion to philosophy. Oxford: Oxford University Press.
Jastrow, J. (1899). The mind’s eye. Popular Science Monthly, 54, 299–312.
Kell, P., Shore, S., & Singh, M. (Eds) (2004). Adult education @ 21st century. New York: Peter Lang.
Kellenberger, J. (1985). The cognitivity of religion. Berkeley, CA: University of California Press.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.
Locke, J. (1963 [1689]). A letter concerning toleration. M. Montuori (Ed.), The Hague: Nijhoff.
Macpherson, C. B. (1962). The political theory of possessive individualism. Oxford: Oxford University Press.
Mojab, S. (2004). From the “Wall of Shame” to September 11: whither adult education? In P. Kell, S. Shore, & M. Singh (Eds.), Adult Education @ 21st Century(pp. 3–19). New York: Peter Lang.
Monroe, K. (2003). How identity and perspective constrain moral choice. International Political Science Review, 24(4), 405–425.
Neale, M. A., & Bazerman, M. H. (1985). Perspectives for understanding negotiation. Journal of Conflict Resolution, 29(1), 33–55.
Neisser, U. (1976). Cognition and reality. San Francisco: W.H. Freeman and Co.
Ogbonna, E., & Harris, L. C. (2006). The dynamics of employee relationships in an ethnically diverse workforce. Human Relations, 59(3), 379–407.
Probst, T. M. (2003). Changing attitudes over time. Teaching of Psychology, 30(3), 236–239.
Provis, C. (1996). Interests vs positions: a critique of the distinction. Negotiation Journal, 12(4), 305–323.
Quinton, A. (1966). The foundations of knowledge. In B. Williams & A. Montefiore (Eds.), British analytical philosophy (pp. 55–86). London: Routledge and Kegan Paul.
Reynolds, P. (2006). Cartoons: divisions and inconsistencies. BBC News, 13 February. http://news.bbc.co.uk/1/hi/world/asia-pacific/4708216.stm. Accessed 24 July 2006.
Schick, F. (1992). Allowing for understandings. Journal of Philosophy, 89(1), 30–41.
Scott, M. (1998). Seeing aspects. International Journal for Philosophy of Religion, 44(2), 93–108.
Smith, T. (2003). Italian Muslims fear “crucifix” fallout. BBC News, 28 October. http://news. bbc.co.uk/1/hi/world/europe/3219551.stm. Accessed 24 July 2006.
Solso, R. L. (1995). Cognitive psychology. (4th edn.). Boston: Allyn and Bacon.
Thompson, J. (1998). Discourse and knowledge: defence of a collectivist ethics. London:Routledge.
Toepfer, B. (2004). Global/local education for adults: why is it a must for the twenty-first century? In P. Kell, S. Shore, & M. Singh (Eds.), Adult education @ 21st century(pp. 21–35). New York: Peter Lang.
Tversky, A., & Kahneman, D. (1981). The framing of decisions and the psychology of choice. Science, 211, 453–458.
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (2006). What is TVET? Bonn: UNESCO. http://www.unevoc.unesco.org/publications/. \nobreak Accessed 24 July 2006.
Velde, C. (Ed.) (2001). International perspectives on competence in the workplace. Dordrecht: Kluwer.
Wittgenstein, L. (1958). Philosophical investigations. (2nd ed.), trans. G. E. M. Anscombe.Oxford: Basil Blackwell.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Provis, C. (2009). Education, Religion, Sustainability, and Dialogue. In: Willis, P., Mckenzie, S., Harris, R. (eds) Rethinking Work and Learning. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8964-0_8
Download citation
DOI: https://doi.org/10.1007/978-1-4020-8964-0_8
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-8963-3
Online ISBN: 978-1-4020-8964-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)