Do young boys and girls have distinct and different approaches and needs in relation to spiritual development?
Difficulties are outlined in how to consider whether boys and girls have distinctive approaches and needs in relation to spiritual development, especially the lack of any agreed definition of spiritual development and the nature of the research literature relating to gender. I explore this without p...
| 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: |
Taylor & Francis
2004
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| In: |
International journal of children's spirituality
Year: 2004, Volume: 9, Issue: 1, Pages: 53-66 |
| Further subjects: | B
Spiritual Development
B Children B Gender |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 245 | 1 | 0 | |a Do young boys and girls have distinct and different approaches and needs in relation to spiritual development? |
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| 520 | |a Difficulties are outlined in how to consider whether boys and girls have distinctive approaches and needs in relation to spiritual development, especially the lack of any agreed definition of spiritual development and the nature of the research literature relating to gender. I explore this without presupposing, or excluding, any particular definition, arguing that, whatever one's assumptions and beliefs about spirituality, these influence, and are influenced by, assumptions and beliefs about gender, and vice versa. I present empirical evidence on aspects associated with personal well‐being indicating outcomes strongly differentiated by gender. I examine research evidence in relation to gender within a range of areas commonly associated with spirituality and highlight some gaps. I argue that considering spiritual development through the lens of gender and gender through that of spiritual development can illuminate one's understanding of both concepts. I suggest some possible implications for future research and for teachers of young children. | ||
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