Volume 2- Concepts and Theoretical Frameworks
Chapter 3: Spiritual curriculum concepts
· 3 · spiritual curriculum concepts Introduction In this chapter I begin with a general introduction to spirituality in its con- nection to religion, aesthetics, ecology, and depth psychology. I then explore some major concepts emerging in the interstices of curriculum studies and spirituality such as soul, holy sparks, interiority, mysticism, ecospirituality, spiritual and social activism, and bearing witness to Jewish identity. Spirituality and Religion A debate in the field of religious studies turns on whether or not one can de- tach spirituality from a particular religion. Most religious studies scholars will say no. Spirituality is always connected to a tradition. Spirituality does not come out of nowhere. The two earliest curriculum theorists who worked in the area of spirituality were Dwayne Huebner (1999) and James Macdonald (1996). Both of these curriculum theorists’ writings on spirituality are steeped in the Christian tradition. Current curriculum theorists who write on spiritu- ality are indebted to both Macdonald and Huebner because they opened the door for this kind of work to be done in the field of curriculum studies. 56 curriculum studies guidebooks, volume 2 Spirituality, Aesthetics, Ecology, and Depth Psychology The spiritual ties both into aesthetics and ecology. According to Edmund Mor- ris (2005) Beethoven “insisted on kneeling prayers in the morning and eve- ning” (p. 199). He considered his Pastorale Symphony “a religious utterance” (pp. 199–200). Morris also suggests that Beethoven was a sort of pantheist (p. 199). His pantheism (that God is everywhere and in everything) was steeped in the Christian...
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