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Interrogating (Hi)stories

Establishing the Educational Relevance of Spiritual Development Through Critical Historiography


Audrey Lingley

In Interrogating (Hi)stories, Audrey Lingley uses a critical constructivist perspective to problematize the absence of the spiritual dimension of human growth from pedagogical models that emphasize responsiveness to developmental psychology. The book investigates this conspicuous absence through critical historiographical research; it is a critical interrogation of the tacit understandings that guide education in general and middle grades reform in particular. The author offers practical, classroom-based implications and culturally respectful language for educators who believe spirituality is a legitimate aspect of human growth and learning in a public school setting.


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Chapter Seven: Dynamic of Paradox


Chapter Seven Dynamic of Paradox THE conceptual framing for this critical historiography emerged after my review of the literature of the academic fields I saw as related to my research topic, the relevance of the domain of spiri- tual development in a developmentally responsive model of middle grades education. I drew three overlapping circles, with each circle representing the three large academic fields related to my topic, developmental psychology, middle grades education, and spiritu- alty. When these circles are arranged in a Venn diagram, the areas of overlap illustrate the ideas, positions, beliefs, values, and assumptions of each of the significant interrelationships among two fields at a time: the middle grades concept, spiritual develop- ment, and holistic education. Figure 7.1 Developmental Psychology Spirituality Middle Grades Education Spirituality as a Domain Middle Grades Concept Holistic Education INTERROGATING (HI)STORIES 174 The goal of this critical historiographical study was to use data collection and analysis strategies that enabled me to make a claim regarding the conceptual contents of the nexus of the intersection- ality of the paradigms of the significant interrelationships, the space in the middle of the Venn diagram created by the overlap- ping circles. This chapter describes what I rendered in the nexus. The knowledge produced from this critical historiography repre- sent the final findings of this study. In my description of the nexus, I distinguish between two types of discursive patterns: (a) the types of paradigms and (b) the dy- namic amongst the paradigms shared by all three fields....

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