Educating for hope, compassion and meaning in a divisive and intolerant world
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 spir...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
2006
|
| In: |
International journal of children's spirituality
Year: 2006, Volume: 11, Issue: 1, Pages: 165-175 |
| Further subjects: | B
Spirituality and learning
B Ultimate unity B Perception and learning B Intuitive learning B contemporary spirituality B Relational learning B Intuition |
| Online Access: |
Volltext (lizenzpflichtig) |
MARC
| LEADER | 00000caa a22000002 4500 | ||
|---|---|---|---|
| 001 | 1779671164 | ||
| 003 | DE-627 | ||
| 005 | 20220125095212.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 211127s2006 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1080/13644360500504488 |2 doi | |
| 035 | |a (DE-627)1779671164 | ||
| 035 | |a (DE-599)KXP1779671164 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 084 | |a 1 |a 0 |2 ssgn | ||
| 100 | 1 | |a Souza, Marian de |e VerfasserIn |4 aut | |
| 245 | 1 | 0 | |a Educating for hope, compassion and meaning in a divisive and intolerant world |
| 264 | 1 | |c 2006 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a 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. | ||
| 650 | 4 | |a Perception and learning | |
| 650 | 4 | |a Intuition | |
| 650 | 4 | |a Intuitive learning | |
| 650 | 4 | |a Relational learning | |
| 650 | 4 | |a Spirituality and learning | |
| 650 | 4 | |a Ultimate unity | |
| 650 | 4 | |a contemporary spirituality | |
| 773 | 0 | 8 | |i Enthalten in |t International journal of children's spirituality |d London [u.a.] : Taylor & Francis, 1996 |g 11(2006), 1, Seite 165-175 |h Online-Ressource |w (DE-627)320589013 |w (DE-600)2018670-8 |w (DE-576)263253384 |x 1469-8455 |7 nnns |
| 773 | 1 | 8 | |g volume:11 |g year:2006 |g number:1 |g pages:165-175 |
| 856 | 4 | 0 | |u https://doi.org/10.1080/13644360500504488 |x Resolving-System |z lizenzpflichtig |3 Volltext |
| 935 | |a mteo | ||
| 936 | u | w | |d 11 |j 2006 |e 1 |h 165-175 |
| 951 | |a AR | ||
| ELC | |a 1 | ||
| ITA | |a 1 |t 1 | ||
| LOK | |0 000 xxxxxcx a22 zn 4500 | ||
| LOK | |0 001 4008486712 | ||
| LOK | |0 003 DE-627 | ||
| LOK | |0 004 1779671164 | ||
| LOK | |0 005 20211127042847 | ||
| LOK | |0 008 211127||||||||||||||||ger||||||| | ||
| LOK | |0 035 |a (DE-Tue135)IxTheo#2021-11-23#5ECFD4FFA4B36796A6C63AAD79B1903E65DBB591 | ||
| LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
| LOK | |0 092 |o n | ||
| LOK | |0 852 |a DE-Tue135 | ||
| LOK | |0 852 1 |9 00 | ||
| LOK | |0 935 |a ixzs |a ixrk |a zota | ||
| ORI | |a SA-MARC-ixtheoa001.raw | ||
| REL | |a 1 | ||
| STA | 0 | 0 | |a Intuition |
| STB | 0 | 0 | |a Intuition |
| STC | 0 | 0 | |a Intuición |
| STD | 0 | 0 | |a Intuizione |
| STE | 0 | 0 | |a 直觉,直观 |
| STF | 0 | 0 | |a 直覺,直觀 |
| STG | 0 | 0 | |a Intuição |
| STH | 0 | 0 | |a Интуиция |
| STI | 0 | 0 | |a Διαίσθηση |
| SUB | |a REL | ||