Establishing the Educational Relevance of Spiritual Development Through Critical Historiography
Chapter Eight: Establishing the Relevanceof Spiritual Developmentin Education
Chapter Eight Establishing the Relevance of Spiritual Development in Education IN this chapter, I offer conclusions and suggest implications for middle grades education and educational research. Drawing from the findings for both research subquestions, I address the focus of my inquiry: What is the educational relevance of spiri- tual development in middle grades education? Because this was a study conducted with a critical constructivist lens, attempts to answer the research question are framed within a certain set of assumptions: Knowledge production is influenced by the values of the producers and the context within which knowledge is pro- duced; there is a symbiotic relationship between knowledge production and the deployment of power within a society; and education, as an institutional agent of knowledge transmission, is not neutral. This chapter is organized into three sections. I introduce the discussion with a brief summary of the main findings. Then, I offer the conclusions based on the findings, focusing on situating spiri- tual development within the context of public education in the United States. Finally, I identify implications for establishing the relevance of spiritual development in the field of middle grades education. Because of the unconventional nature of critical histori- ography in educational research, I will also identify methodological implications for future researchers. In this chapter I also position this study within the larger context of the fields of middle grades education and educational research, explain how this work fills gaps in the knowledge base, and identify what gaps remain after this study. INTERROGATING...
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