From Religion to Spirituality: Lessons for Values Education
This paper discusses the concepts of religion and spirituality in the context of a study on the perceptions and possibilities of the Bhagavad Gita for values education in Durban, South Africa. The ideas are explained through a model of spirituality that has been adopted from the 3H (head, heart, han...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Brill
2021
|
| In: |
Journal of religion in Africa
Year: 2021, Volume: 51, Issue: 1/2, Pages: 65-85 |
| Standardized Subjects / Keyword chains: | B
Bhagavadgītā
/ Value education
/ Religion
/ Spirituality
/ Religious pedagogy
|
| RelBib Classification: | AG Religious life; material religion AH Religious education NCB Personal ethics NCC Social ethics |
| Further subjects: | B
Spirituality
B values education B Religion B Youth |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a This paper discusses the concepts of religion and spirituality in the context of a study on the perceptions and possibilities of the Bhagavad Gita for values education in Durban, South Africa. The ideas are explained through a model of spirituality that has been adopted from the 3H (head, heart, hands) and BMSEST (body, mind, spirit, environment, social, transcendent) models of spirituality in multicultural whole-person medicine (Anandarajah 2008). I argue for a broad and open understanding of spirituality, which I feel has the potential to extend the youth beyond religion. However, I also maintain that young people are easily influenced by material surroundings and are seen as a ‘generation of suspects’ (Giroux 2006, 149). The model that I present indicates that religious scriptures (in the case of this paper, the Bhagavad Gita) have a perennially valid set of values, which has the potential to contribute to a programme of values education among the youth. However, the youth are not abstracting and extracting these values. For the youth these values remain elusive and even ethereal. | ||
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