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Interrogating (Hi)stories

Establishing the Educational Relevance of Spiritual Development Through Critical Historiography

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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

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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 spiritual 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 spiritualty. 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 development, and holistic education.

Figure 7.1

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