Spirituality+in+Education

=Spirituality in Education=

So how does spirituality fit into education?
====Groome (1998) responds to questions about where spirituality fits within education, with a phrase that I think is succinct and captures my own thoughts on the matter. Groome believes that spirituality has everything to do with education and states that "it should be the leaven the vitalises the whole enterprise". Before beginning these readings I would have asked the same question. Where does spirituality fit in education? However I have since come to the realisation that there is no separating it from education. As teachers in both private and public schools we are forever hearing about 'holistic' education, and we all know the importance of knowing our students in order to be able to teach them effectively. This element of simply going beyond engaging a student on an intellectual level and getting to know them, sharing some of yourself, and taking an interest in who they are is engaging them on a spiritual level. You can even find elements of spirituality written into the curriculum, not just in religious schools or in religious studies but in a way that is across the curriculum. When we strive to educate students in; “personal development...values, self esteem, moral development, character, well being, coping, resilience, civic skills, wisdom, being cultured, lifelong learning, self-management, empowerment, virtues, faith” (Crawford and Rossitter p10).====

====Many of the readings listed in the reference list echoed the same sentiments about spirituality in education. That the two are inextricably linked. How can we attempt to teach anyone without being sensitive to their spiritual side. What is it that we are aiming to teach our students anyway? Do you really want to teach our students only mathematical skills and reading strategies? Or are we hoping to guide our students towards more personal development in the areas of moral judgment, self regulation, interpersonal skills and empathy. As an educator we take ourselves into the classroom, to engage students we exhibit aspects of our personality and share stories about ourselves." The very nature of humanising education makes it possible for every educator to engage and nurture people as spiritual beings" (Groome 1998 p 324).====

====The concept of holistic education is something that has become commonplace in many schools. It has become our concern to educate the whole person and there are many programs and pedagogical theories being used in an attempt to do this. Some of them are in the form of explicit instruction in subjects such as citizenship, personal development, health and well being and religious education. Others are more integrated in to the whole school curriculum. All of them with the intent to foster “values, self esteem, moral development, character, well being, coping, resilience, civic skills, wisdom, being cultured, lifelong learning, self-management, empowerment, virtues, faith” (Crawford and Rossitter p10).====

====Some of these pedagogical initiatives, that incorporate an element of fostering some spiritual learning, include "multiple intelligences, brain based theory, left/right brain learning, spiritual intelligence, de Bonos hats and constructivisit theory" (Crawford and Rossiter 2006 p 5). Click on the Spirituality in Education - How page to see some examples of this.====

[[image:images1.jpg width="329" height="219" align="left" caption=""teaching holds a mirror to the soul" -Prendergast and Monahan 2003 p49"]]
====In its truest form, holistic education is where the development of these areas is not restricted to a specific time block throughout the day or week. “A holistic education would not quarantine the investigation of spiritual-moral dimension to one particular subject”(Crawford and Rossitter p16).====

====It is the hope of many of the advocates for spirituality in schools that they are not adding to the workload of teachers or creating less space in an already crowded curriculum, but simply enriching the teaching that is already taking place. “Bringing the naturally embedded spiritual-moral dimension to the surface” (Crawford and Rossitter p16).====

====As a teacher, and particularly a teacher in a primary school you are always being watched. Students will "quickly sense if you are real and respond to you accordingly" (Palmer 1998 p7). If students decide that you do not believe in what you are teaching and that you don't practice what you preach, then you will simply lose their respect and their interest. As a teacher we are more than educators, we are also role models. How you treat your students, the way you act when you think people are watching is very telling. Miller 2007 agrees that "what educators do and how they act are more significant than what they say - inside and outside the classroom"====

=Spirituality in Catholic Schools=

“Catholic schools are for the human person and of the human person - embracing holistic education."
(Pope John Paul II, The coming of the 3rd millennium n9, Sandhurst School Improvement Framework 2005, Source of Life 2005 p 107) This declaration from Pope John Paul II reinforces the notion of catholic schools embracing the individuality of their students, with different needs, desires, talents and struggles. It promotes the quest for us to follow the teaching of Jesus and be accepting of all others.

===="Before the Second Vatican Council, the role of the Catholic school was clearly defined and it seemed to be understood unambiguously... the main purpose of catholic schools was the handing on of the catholic faith" (Crawford and Rossitter p p437). Catholic schools and catholic teachings have sense evolved from this notion, and now allows for personal searching. We are also now informed by Fowler's theory on the Stages of Faith Development. Not everyone is expected to believe the same thing or have the same level of faith at the same time.==== ====However, catholic schools do still have a responsibility to introduce their students to the basic practices of this tradition, and deliver "in particular a positive experience of litrugy, sacraments and prayer" (Crawford and Rossitter p436).====

====There is no doubt that catholic schools have changed from generation to generation. Their approach and attitude to what is to be taught and the manner it is to be taught in has changed to keep pace with the changes in society. In a declaration from Gravissimum Educationus, there reference to an "important advance in the way a catholic school is thought of, the transition from the school as an institution to the school as a community" Miller 2007 p 29. As discussed in the section on spirituality and spirituality in action, spirituality is not just a personal thing. Our spirituality is connected to others and is nourished when in a community of like minded people. The catholic churchs view on spirituality includes both personal faith development and communal worship and development. The "christian care of souls-- including ones own-- is a communal effort. Spiritual growth is nurtured most readily in and through the faith community" (Groome 1998 p 335).====

===="They more learn from the way the teachers treat them than from what the school tries to teach about spirituality, prayerfulness, good behaviour and appropriate manners. Young people will learn first about spirituality and prayerfulness through their personal interactions with parents and significant others." (Crawford and Rossitter p439)====