Book Review: Faith In Education: A Tribute to Terence Mc Laughlin
Edited by Graham Haydon
Published by the Institute of Education, University of London

Reviewed by Michael F. Shaughnessy

This book, edited by Graham Haydon is a tribute to the work of Terence Mc Laughlin. The book contains 7 chapters and some additional commentary by Graham Haydon.

I would like to review each chapter separately, as each of these individuals has made their own distinct contributions and then review the book in its entirety.

Chapter One, by Gerald Grace addresses several salient themes, while at the same time enlightening the reader as to the principles of thought, empiricism and philosophical thinking. His first theme discusses the parental rights and the issue of the religious upbringing of children. His second theme discussed the distinctiveness of catholic education. His third theme addresses his defense of “faith schools” is His  His chapter ends with a summary of Terence Mc Laughlin’s contributions to this field.

Chapter Two by Eammon Callan begs the question “ Why bring the kids into this ? “ and reviews some of the basic points and premises of McLaughlin and Anscombe relative to religious and specifically catholic education.  Callan really pushes the proverbial envelope in this chapter in his discussion of transubstantiation vis a vis Anscombe and approaches the issue of religious initiation as well as indoctrination, a theme that is tangentially discussed in the book.

Chapter 3 by Hanan A. Alexander discusses a liberal society, citizenship education and two concepts of “autonomy“ as well as two types of faith, reflecting on the work of Martin Buber

Chapter 4 was written by J. Mark Halstead and he defends faith schools and elaborates on the positive contributions that they can make. He elaborates succinctly on the positives and differentiates between the “new faith schools“of today and the old faith schools of generations past. He examines various objectives to faith schools and rips them asunder accordingly.

In Chapter 5 Richard Pring begs the question “Can faith schools serve the common good?”Integrating Dewey, Catholic, Jewish and Muslim concerns in one chapter at first glance appears a daunting challenge, but Pring handles it well, flowing from one issue to the next, and honestly appraises his own reservations about any kind of summary or conclusive statement.

Chapter 6 was written by Harry Brighouse and he addresses three topics- faith schools, personal autonomy and democratic competence.

First, let it be said that I am appreciative to both Harry Brighouse and his father Tim Brighouse for wonderful discussions when I have been in Great Britain. These two scholars have opened their homes and their offices respectively to me when I was in England, and I am deeply appreciative to both of them and have been stimulated by their thinking over the years.

Harry Brighouse’s chapter on “Faith schools, personal autonomy and democratic competence” was interesting to me to read as he juxtaposed his daughter’s education from both a British and American perspective. (His daughter incidentally as I recall her, was a most vivacious young lady). Having established this foundation, he goes on to discuss the issues regarding church and state, the legalities and the various decisions of the Supreme Court leading to the Lemon Test. His concluding sentence is one that perhaps will lead to further discussion, if not further thinking, and examination of these salient issues.

Chapter 7 by Michael Hand juxtaposes several issues of concern- parental rights, the issue of indoctrination, initiation and critiques the other contributors to the text. Hand’s ending chapter is a particularly robust summary and he provides succinct concluding issues, and leaves the reader with both sides of the proverbial coin in terms of individuals vs. family and church vs. the state.

A bibliography of Terence Mc Laughlin’s work is provided at the end of the text.

Overall, this book is of interest to philosophers of education as well as thinkers who address these issues on an on-going basis. This is a challenging book that brings honor and merit to Terence McLaughlin’s work and really establishes a sound foundation for discussion and perhaps conversation regarding these issues that have only been tangentially or superficially discussed. It is wonderful that Graham Haydon has integrated and synthesized these scholars along with the fascinating issues that each discusses. Terence McLaughlin would be proud of this work and this text is a solid impetus for thinking and review.