Does education have any relation to theology? How do the educator's worldview commitments speak to his or her practice of education? James Michael Lee brought a definite answer to these questions--a firm no to the relations question, and an advocacy for empirical findings over and against any speculative or theoretical positions in reply to the commitmentquestion. Lee claimed to have a universal, neutral metatheory for all religious education, a theory that would apply to all religious educators in any and every religion. But in proposing his theory he overlooked the way that empirical facts express worldviews. This book is a detective story, tracing commitments that lay underneath empirical 'neutrality.' In the process the reader will see avenues that unmistakably link education to theology. Education turns out to be a thoroughly worldview-conditioned process. This new work is essential reading for professors and students iboth religious and general education.
