Religious literacy or spiritual awareness? Comparative critique of Andrew Wright’s and David Hay’s approaches to spiritual education
On the basis of a comparison of the educational approaches of Andrew Wright and David Hay this paper illustrates the persisting problem of dichotomising cognitive and trans‐cognitive aspects of spiritual development and education. Even though both Wright and Hay speak of the same topic – spiritualit...
| Autore principale: | |
|---|---|
| Tipo di documento: | Elettronico Articolo |
| Lingua: | Inglese |
| Verificare la disponibilità: | HBZ Gateway |
| Journals Online & Print: | Caricamento...
|
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Pubblicazione: |
2009
|
| In: |
International journal of children's spirituality
Anno: 2009, Volume: 14, Fascicolo: 2, Pagine: 121-128 |
| Altre parole chiave: | B
Spirituality
B spiritual education B spiritual awareness B Religious Literacy |
| Accesso online: |
Volltext (lizenzpflichtig) |
| Riepilogo: | On the basis of a comparison of the educational approaches of Andrew Wright and David Hay this paper illustrates the persisting problem of dichotomising cognitive and trans‐cognitive aspects of spiritual development and education. Even though both Wright and Hay speak of the same topic – spirituality and spiritual education – they define these terms very differently, and as a consequence, they draw altogether different practical implications, set different priorities, and warn of different dangers in spiritual education. The main question set in this paper is whether it is possible to make room in spiritual education for both of these perspectives and how to combine them in a more holistic way. With the help of the Wilber‐Combs lattice, which is one of the main heuristic devices employed by the integral philosophy, one possible way toward integrating cognitive and trans‐cognitive aspects of spritual development and education is proposed. |
|---|---|
| ISSN: | 1469-8455 |
| Comprende: | Enthalten in: International journal of children's spirituality
|
| Persistent identifiers: | DOI: 10.1080/13644360902830242 |
