Vol. 28 No. 1  Spring 2001

Editor’s Preface

With this spring 2001 issue, Religion and Education comes to you in a new format, from a new publisher - the University of Northern Iowa - and with new editorial leadership in continuing association with founding editor Charles R. Kniker. We encourage you to visit our new website (www.uni.edu/jrae). Send us email on your reactions to articles and follow the Related Links to other interesting destinations

Religion and Education is a journal of analysis and comment with the purpose of advancing public understanding and dialogue on issues at the intersections of religion and education. These issues emerge in various venues, and manuscripts are invited from work in any such arena: public or private education at elementary, secondary, or higher education institutions; non-school or community organizations and settings; and formal or informal organizations or groups with religion or spirituality as an integral part of their work. Articles are invited from diverse methodological approaches and theoretical and ideological perspectives. Over its history, the journal has paid particular attention to legal issues and court cases involving religion and education. In recent years, attention as been paid to the increasing presence and influence of religious and spiritual traditions from other cultures.

Robert J. Nash opens the spring issue with a personal narrative in which he draws from more than three decades in the classroom to construct a spirituality of teaching. Linda Lantieri follows offering a vision of "Schools With Spirit" wherein children and teachers inner lives are valued and nurtured. Susan L. Douglass draws from her research on how religion is addressed in state and national social studies standards, proposing a standards-based framework for teaching about religion. Charles J. Russo and David L. Gregory survey the problems and promise of Ex Corde Ecclesiae, the Roman Catholic Church’s attempt to ensure that the teaching of Catholic religion faculty is consonant with church teachings. Clifford T. Mayes and Scott Ellis Ferrin report on a study of teacher’s perceptions of religious expression in the public school classroom. Iris Yob draws some distinctions between ‘cognitive emotions’ and ‘emotional cognitions’ that can inform religious studies. And I conclude with ‘Field Notes’ on recent noteworthy books and reports that may be of interest to Religion and Education readers. A Contributors section rounds out the issue providing a brief biographical sketch of the authors along with email addresses through which you may contact them.

We trust you will find these articles engaging, stimulating, informative, and, on occasion, even provocative, but always in the service of expansive dialogue and deeper understanding.

Michael D. Waggoner, Editor
Religion and Education