Routledge Series on Life and Values Education

The current world order so often seems fixated on economic growth at all costs, rising and self-interested nationalism, rampant individualism, environmental minimalism and declining support for authentic inclusion and democracy based on mutual trust, respect and dialogue. This Book Series takes an alternative view of life primarily as a meaning making activity. It focuses on the education of young people’s spiritual and religious engagement. It does so using a cross cultural approach drawing on the diverse traditions found in Asia while recognizing the importance of Western traditions that have also been significant in the region and beyond. Blending this diverse range of influences, books in the Series explore the way religious and spiritual dimensions of life are adopted, integrated and practiced by schools and their communities. By so doing, it seeks to highlight an important and too often neglected dimension of life and living.

The Book Series adopts pluralistic and dialectical approaches to life and values education primarily, although not exclusively, situated in diversified Asian societies which cover moral education, religious and spirituality education, citizenship education as well as other kinds of values education such as education for sustainability and peace education and issues related to lifelong learning. Books will:

1. Enhance the academic dialogues within and across different Asian societies with diverse religious, philosophical and socio-cultural traditions
2. Consolidate approaches, strategies, experiences and challenges in implementing life and values educations under Asians context and with an international perspective
3. Suggest forward-looking agendas in research and development in life and values education.
    

Editorial Board
Marvin W Berkowitz, University of Missouri-St. Louis, USA
Jianjun Feng, Nanjing Normal University, China
Rob Freathy, University of Exeter, UK
David Hansen, Teachers College, Columbia University, USA
Helen Haste, University of Bath, UK
Stefan Huber, University of Bern, Switzerland
Terence Lovat, University of Newcastle, Australia
Fethi Mansouri, Deakin University, Australia
Andrew Peterson, University of Birmingham, UK
Johannes H.C. Sun, National Taiwan University, Taiwan
Kirsi Tirri, University of Helsinki, Finland
Wiel Veugelers, University of Humanistic Studies, The Netherlands
Tianlong Yu, Southern Illinois University Edwardsville, USA