Educating for hope, compassion and meaning in a divisive and intolerant world

Abstract

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.

Keywords:

• Contemporary spirituality
• Ultimate unity
• Spirituality and learning
• Relational learning
• Intuitive learning
• Intuition
• Perception and learning

Notes

1. A recent US report (September 2003) of the Commission on Children at Risk, Hardwired to connect: the scientific case for authoritative communities, has identified the rising rates of mental problems and emotional distress among US children and highlighted the need for spiritual and moral teachings and nurturing. Similarly, Mission Australia (2005) also noted the rising incidences of depression and other mental health problems for young people aged 14–17, and has identified the need for connectedness and resilience in this context. In addition, there has been a growing number of professionals in areas of mental health, youth and social work who have begun exploring the notion of spirituality as a means to help young people find meaning and a sense of belonging; for instance, the topic for the 10th Annual Conference for Suicide Prevention (2003), in Australia, was ‘Finding meaning to sustain life: the role of spirituality in suicide prevention’.

2. In Britain, the National Curriculum Council, in 1993, released a document entitled: Spiritual and moral development: a discussion paper, which described spiritual growth as a ‘lifelong process of encounters in which people respond to and develop insight from experiences which are, by their very nature, hard to define’. Aspects of spiritual development were further discussed in a paper from the School Curriculum and Assessment Authority (SCAA, 1995). Also the Office for Standards in Education in Britain (OFSTED), in 1994, articulated spiritual development as relating to that aspect of inner life through which pupils acquire insights into their personal existence, which are of enduring worth. It is characterized by reflection, the attribution of meaning to experience, valuing a non‐material dimension to life and intimations of an enduring reality. ‘Spiritual’ is not synonymous with ‘religious’; all areas of the curriculum may contribute to pupils’ ‘spiritual development’. In the USA and Canada, various educators such as Moffett (1994), Miller (2000), Kessler (2000) and Palmer (1998) also have written extensively on the role of spirituality in education, in terms of promoting self‐esteem, healthy relationships and improved learning.

3. See Fuller, A., Johnson, G., Bellhouse, B. & McGraw, K. (2003) START: school transition and resilience training (Victoria, Department of Education and Training).

4. A recent draft Consultation Paper (2004) which has been circulated by the Victorian Curriculum and Assessment Authority in Australia, Victorian curriculum reform 2004, proposes a new framework of ‘essential learning’ for all Victorian schools and identifies a relational dimension, that is the need to ‘develop responsible individuals capable of relating with family, friends and colleagues’. It also refers generally and specifically to the teaching of values as foundational for the curriculum, and lists ten particular values. Finally, in one paragraph there is reference to moral and spiritual attributes and values.