Modelling spirituality: language, love, alterity and transcendence
Spirituality may not be able to be defined precisely but a number of models can be proposed which all recognise key sensitivities and experiences. Spirituality needs to be understood as being broader than the religious and should inform the whole curriculum and school ethos, if not the general conce...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Springer
[2020]
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| Dans: |
Journal of Religious Education
Année: 2020, Volume: 68, Numéro: 2, Pages: 201-212 |
| RelBib Classification: | AG Vie religieuse AH Pédagogie religieuse |
| Sujets non-standardisés: | B
Spirituality
B Language B Love B Transcendence B Alterity |
| Accès en ligne: |
Volltext (Resolving-System) |
| Résumé: | Spirituality may not be able to be defined precisely but a number of models can be proposed which all recognise key sensitivities and experiences. Spirituality needs to be understood as being broader than the religious and should inform the whole curriculum and school ethos, if not the general concept of Secondary Education itself. To understand the vitality and productivity of spirituality, examples from Healthcare will be used as well as R.E. in Secondary Education. The model devised here for spirituality employs four themes of language, love, alterity and transcendence. It is proposed that these will form an inclusive scaffolding that covers all terms, lists, aspects and experiences by being general and open but accurately subsuming the main themes. This paper is based upon my presentation at the AULRE conference at Newman University, Birmingham, UK in May 2019. |
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| ISSN: | 2199-4625 |
| Contient: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-020-00100-y |