Educating for hope, compassion and meaning in a divisive and intolerant world
This article explores the problem of discussing a spiritual dimension in education within the secular context of western society, and Australian society in particular. It explores the idea that spirituality is relational and proposes an approach to learning that nurtures and gives expression to spir...
| Auteur principal: | |
|---|---|
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Taylor & Francis
2006
|
| Dans: |
International journal of children's spirituality
Année: 2006, Volume: 11, Numéro: 1, Pages: 165-175 |
| Sujets non-standardisés: | B
Spirituality and learning
B Ultimate unity B Perception and learning B Intuitive learning B contemporary spirituality B Relational learning B Intuition |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | This article explores the problem of discussing a spiritual dimension in education within the secular context of western society, and Australian society in particular. It explores the idea that spirituality is relational and proposes an approach to learning that nurtures and gives expression to spirituality in terms of the connectedness students may feel and experience. It argues that such an approach can lead to the development of learning programmes and environments which may reduce the number of students who become isolated and alienated in traditional classrooms; which should promote, among students, the traits of resilience, connectedness, compassion and meaning; and increase their chances of becoming more productive and affirmed community members in a global society that is besieged by divisiveness, violence and terrorism. |
|---|---|
| ISSN: | 1469-8455 |
| Contient: | Enthalten in: International journal of children's spirituality
|
| Persistent identifiers: | DOI: 10.1080/13644360500504488 |