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Interrogating (Hi)stories

Establishing the Educational Relevance of Spiritual Development Through Critical Historiography


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 Nine: A Discourse of Possibility


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Chapter Nine

A Discourse of Possibility

The Purpose and Promise of Education

IN my earlier explanation of how I use the term relevance in this research, I characterized relevance as a topic or idea that was germane to the context. Germane is an intentional word choice; its origins are the Latin germanus, which means genuine or having the same parents (Oxford Dictionary of English, 2010). Knowing its etymological origins led me to consider the parents of education, and I thought of the purpose of education. Relevance is connected to purpose, and so the absence of explicit consideration of the spiritual domain of human development could be related back to questions about the purpose of education in the United States.

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