Establishing the Educational Relevance of Spiritual Development Through Critical Historiography
Chapter One: Critical Constructivist Research in Education
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Critical Constructivist Research in Education
Perceiving the Politics of Spirituality in Education
THE historical exclusion of the spiritual dimension of learning and human growth from dominant pedagogy in many Western, State-sponsored educational systems is rooted in the maintenance of political, economic, and social worldviews that allow for the continued oppression of marginalized populations. A pedagogy that renders spirituality and spiritual growth as irrelevant to the learning process requires that both teachers and students cultivate images of Self and Other as fragmented, therefore facilitating the self-suppression of compassion, wonder, tolerance for ambiguity, and a sense of interconnection. Oppressive political systems depend upon participants who are not aware of each other’s essential humanity. An education that explicitly addresses student (and teacher) spirituality is not as much an ethical issue, therefore, as it is a political one.
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