Establishing the Educational Relevance of Spiritual Development Through Critical Historiography
More advance praise for INTERROGATING (HI)STORIES
“Research dealing with spirituality, as opposed to religion, is disturbingly absent from the teacher education literature. The spiritual development of students is too important to be dispensed out of existence like a tissue dropped in the principal’s wastepaper basket; it needs to be taken seriously in any discussion of student development and learning. Audrey Lingley’s keen scholarship reveals that there is much to be gained in utilizing historiography as a mode of inquiry into spiritual development since it illuminates how power is productively deployed through the process of knowledge creation in varied and entangled contexts. Lingley makes a convincing case for the creation of meaning as both a hermeneutic and spiritual engagement, and that to antiseptically cleave spiritual development from discussions of intelligibility is to do so at our own peril. Written in the venerable tradition of holistic education, Interrogating (Hi)stories offers a vibrant new lens through which the needs, interests, and abilities of students can be met.”
—Peter McLaren, Distinguished Professor in Critical Studies, Chapman University; Author, Life in Schools
“Interrogating (Hi)stories is a timely and important work in which Audrey Lingley articulates the relevance of spiritual development in the middle grades. She utilizes hermeneutics to explore this underdeveloped area with the goal of establishing a critical framework for a spiritually responsive pedagogy. Such a framework will not only enhance the student’s learning experience but, most importantly, will ground teaching and learning in caring relationships. With its focus on the centrality...
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