Integrating Spiritual Modeling Into Education: A College Course for Stress Management and Spiritual Growth
Educators from grade school to college have long taught about religion in fields such as history and social studies. By affirming the importance of religion and spirituality (RS) in the lives of people worldwide, such RS teaching may support and reinforce student assimilation of virtues and characte...
| Authors: | ; ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge, Taylor & Francis Group
2008
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| In: |
The international journal for the psychology of religion
Year: 2008, Volume: 18, Issue: 2, Pages: 79-107 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Parallel Edition: | Electronic
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| 520 | |a Educators from grade school to college have long taught about religion in fields such as history and social studies. By affirming the importance of religion and spirituality (RS) in the lives of people worldwide, such RS teaching may support and reinforce student assimilation of virtues and character strengths from their families or other committed sources of RS. Growing evidence for health benefit from RS practices has recently encouraged some physicians to support patients in using RS methods of coping with illness. We describe an integrated college course about RS and well-being. Using a social cognitive and spiritual modeling approach, the course includes not only standard academic content but also a practical component, analogous to a laboratory section or to training in applied professional skills. We discuss how this approach could be adapted to various academic or applied settings. Course effectiveness is supported by empirical outcome studies reported elsewhere. Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information? (Eliot, 1934/1991, p. 147) When students were asked to give examples of individuals who exemplified the various [character] strengths, they were more likely to name biblical figures or civil rights leaders from the 1960s rather than exemplars from contemporary society.… One male student observed: "We just don't see many people today who are wise or honest or whatever because those sorts of things aren't valued as much in our society." (Steen, Kachorek, & Peterson, 2003, p. 11) | ||
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