Spirituality and Post‐Modernism: A Classroom Perspective
The question of the place of experience within spiritual development has been a vexed one. Believers in a spirituality unbounded by limitations of culture and religion advocate education into the experience of one's “true self” whereas believers in a communal notion of spirituality encourage ed...
| Main Author: | |
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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: |
Taylor & Francis
1997
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| In: |
International journal of children's spirituality
Year: 1997, Volume: 2, Issue: 1, Pages: 35-45 |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a The question of the place of experience within spiritual development has been a vexed one. Believers in a spirituality unbounded by limitations of culture and religion advocate education into the experience of one's “true self” whereas believers in a communal notion of spirituality encourage educators to embed their programs of spiritual development within the myths and archetypes of society. I aim to show, with reference to an action research project, that spiritual development is best facilitated via these commonly appreciated myths, legends and stories and that the affective dimension is insufficient on its own. Nevertheless, I take issue with the charge that experiential methods are based on a kind of post‐modernist romanticism and are necessarily solipsistic or relativistic. The post‐modernism of our times repudiates romanticism and the assumption of a unitary consciousness. Spiritual development, in the final instance is to do with recognising a consciousness which is shared. | ||
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