Transforming ourselves/transforming curriculum: spiritual education and Tarot symbolism
This paper is threefold. It is grounded in the philosophical work of two educational theorists: John Dewey and our contemporary Nel Noddings. It also brings into the conversation the ancient system of Tarot, arguing that its pictorial symbolism embodies intellectual, moral, and spiritual ‘lessons’ d...
| Published in: | International journal of children's spirituality |
|---|---|
| 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
2009
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| In: |
International journal of children's spirituality
|
| Further subjects: | B
Noddings
B Tarot B Dewey B the search for meanings B Educational Philosophy B relational ethics B self‐knowledge B learning from experience |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a This paper is threefold. It is grounded in the philosophical work of two educational theorists: John Dewey and our contemporary Nel Noddings. It also brings into the conversation the ancient system of Tarot, arguing that its pictorial symbolism embodies intellectual, moral, and spiritual ‘lessons’ derived from collective human experiences across times, places, and cultures. For Dewey, to call somebody spiritual never meant to invoke some mysterious and non‐natural entity outside of the real world. As a system of communication and interpretation, Tarot is oriented toward the discovery of meanings in the real experience and performs two functions, existential and educational, focusing on the ethical and spiritual dimension of experience. The pictorial images create an adventure story of the journey through the school of life, each new life experience contributing to self‐understanding and, ultimately, spiritual rebirth. Tarot not only speaks in a different voice, therefore bringing forth the subtleties of Gilligan and Noddings’ relational ethics, but also enables a process of critical self‐reflection analogous to the ancient Socratic ‘Know thyself’ principle that makes life examined and thus meaningful. As a techne, it can and should become a valuable tool to complement an existing set of educational aids in the area of moral and spiritual education. | ||
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