Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631715
Title: Encouraging a spirituality of profound responsiveness for pupils and teachers : a paradigm of spirituality appropriate for education at the beginning of the twenty-first century
Author: Schmack, Brendan L.
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2012
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Abstract:
There has recently been a discernible shift towards rethinking spirituality in predominantly detraditionalised understandings, involving a shift of authority from 'without' to 'within' entailing a decline in belief in the supernatural order of things. It is argued in this thesis that this move leads to problematic formulations of spirituality which are inadequate in meeting the needs of pupils in British schools at the beginning of the twenty first century. The reluctance to draw on traditional paradigms of spirituality in educational discourse has resulted in perceptions of spirituality largely cut free from notions of truth, revelation, and understandings of the transcendent-immanent encounter. This tendency militates against the development of a spirituality which is balanced, enriched by historical insights and sufficiently secure to withstand the strong challenges which these rapidly changing times present for pupils and teachers. The principle audience for this thesis is teachers working in and with schools in Britain. The understanding of spirituality being proposed is suitable for both schools with religious affiliations and without such affiliations. It is not intended that the aim is for pupils or teachers to arrive at making a commitment to a particular view of life - theistic or non-theistic - but to be helped to make informed choices about the views of life that they adopt.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.631715  DOI: Not available
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