Establishing the Educational Relevance of Spiritual Development Through Critical Historiography
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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