Rediscovering the Spiritual Dimension in Education: Promoting a Sense of Self and Place, Meaning and Purpose in Learning

Abstract

This chapter will examine the movement in Australia to incorporate a Values approach to education and discuss some of the inherent problems. It will then draw on existing literature to argue that one way forward is to recognise the spiritual dimension in education since spirituality is relational and therefore has implications for the values that become expressions in any society. It will argue that spirituality as an innate element of being should have an essential role in the learning process and it will discuss the implications such an understanding may have for the development of school environments and educational programs where teaching and learning should promote a sense of self, place, meaning and purpose. This may lead to a more accessible and well-balanced learning process which may reduce chances of students becoming isolated and alienated and increase their chances of experiencing an educational process that addresses the whole person. Background