By Julian Stern
ISBN-10: 1441149147
ISBN-13: 9781441149145
ISBN-10: 1847061095
ISBN-13: 9781847061096
This e-book offers a different perception into spirituality in the tuition surroundings and the huge ranging impacts it has on all events involved.Recent curiosity in custom-made studying and the problems raised via each baby concerns have resulted in renewed enthusiasm for the extra own and holistic facets of education. This attention-grabbing monograph attracts on empirical facts from colleges the world over to reply to key questions reminiscent of: what's the spirit of the college? How does it fluctuate from tuition ethos? What can academics and scholars do to give a contribution to the spirit of the school?Drawing seriously on examine into studying theories (from the social constructivist tradition), group (from the philosophy of John Macmurray) and discussion (from the philosophy of Martin Buber), Julian Stern's designated and illuminating publication will stimulate clean puzzling over religious schooling.
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Extra info for The Spirit of the School (Continuum Studies in Education)
Sample text
40). The presence of understanding may create a new spirit; its absence might be the best way to deny or destroy the spirituality of young people. Other suggestions of school characteristics that could prevent or destroy spirituality would include fear, loneliness, a stress on technique alone, or the promotion of – or failure to go beyond – ugliness. Spirituality may then be seen to be promoted by the contrasting characteristics: fear might be replaced with feeling safe or having ‘faith’ (in Macmurray’s sense of faith as absence of fear, in Macmurray 1979), loneliness replaced with the possibility of friendship (Aristotle 1976, p.
And] the friendship of men [sic] who are good . . ] those who wish well to their friends for their sake’ (Aristotle 1984, p. 1827). Young people often focus on pleasure-related friendship, the elderly often focus on utility (Aristotle 1984, p. 1827), but all – all ‘good’ people – can have friends for their own sake. Friendships based on pleasure or utility are not related to freedom. Pleasure-seeking may seem like an act of freedom, but friendships based on pleasure are ultimately selfish and at the same time self-destructive.
As William Cantwell Smith says, it is not ‘religion’ but ‘religiousness’ that should be understood: ‘It is not a thing but a quality: of personal life (both individual and social)’ (Smith 1978, p. 138). If religion and spirituality are to be understood properly, spirituality should not be seen as the safer alternative to religion. As Copley says, ‘[a] society like ours that finds religion hard to handle seems somehow to live much more easily with spirituality’ (Copley 2005, p. 83, in the chapter vividly entitled ‘Spiritual Fruits, not Religious Nuts: Replacing “Religion” with “Spirituality”’).
The Spirit of the School (Continuum Studies in Education) by Julian Stern
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