RELIGION AND SPIRITUALITY: WHY RELIGIOUS EDUCATORS NEED TO NOTE THE DIFFERENCE (de Souza, 2009). Reflections by Emma Clift Student number: S

KEY INSIGHTS Spirituality:  de Souza ( 2009) sees spirituality as a connectedness with the ‘other’ which leads to a ‘oneness’.  The height of spiritual maturation is “Ultimate Unity” a connectedness and empathy with all others (P. 7).  Defines spiritual maturity as embracing all humanity: “so that they can be inclusive of the ‘Other’ who lives a marginalised life on the edges of society” (p. 9).

KEY INSIGHTS Spirituality and religion:  Spirituality is more “encompassing” or broader than religion and religion is just one expression of spirituality (p. 8).  Spirituality can be expressed through the a concern for social justice or human rights (p. 8).

KEY INSIGHTS Gender and status  Religious ideas and actions may contradict/ hinder developing spirituality by acting as a “barrier to connectedness” (p. 9).  Preconceived notions and judgements, or unwillingness to empathise with the ‘Other’ can hinder spiritual growth.

CONNECTIONS: Rolheiser (1999) defines spirituality as something innate, a desire or attribute that we are born with, a part of being. This interpretation sees spirituality as a fundamental dimension of the human person; spirituality exists within us whether we want it or not (Rolheiser, 1999, p. 7). The choice lies in the way our spiritual energy is focused. de Souza’s (2009) see’s spirituality as a connectedness with the other. de Souza’s argument that religion is one expression of spirituality is similar to Rolheiser’s (1999) idea that spiritual energy can be focused in a variety of ways.

CONNECTIONS Schneiders (2003) suggests that there are some problematic features of western religion, including; exclusivity, ideological or moral demands and the repudiation of other religions. These act as deterrents for people who feel they are not accepted based lifestyle choices or gender. De Souza (2009) also comments on how exclusivity, particularly regarding gender and leadership in the Catholicism can be alienating.

IMPLICATIONS FOR TEACHERS: de Souza (2009) suggests classrooms should be places where children: Feel deeply connected and learn the meaning of empathy and compassion; Appreciate the value of sharing stories, where one’s story resonates with another’s story, thereby building connections between two; Experience times of silence and solitude which allow self to discover more about Self, as well as being able to dream, imagine and express their creativity; Have opportunities to discover wisdom, meaning and purpose through resources that draw on a variety of cultures and religions; Become aware of moments of awe, wonder, joy and delight and learn how to be in the moment; Respond to mystery, moments of magic and transcendent dimension in the everyday (p. 8).

FURTHER IMPLICATIONS: Primary schools are often where children begin to question the meaning and purpose of life. As educators we need to provide an environment that encourages children to feel a strong sense of belonging in order to affirm their sense of self and comfortable in their spiritual search. Classrooms need to establish trust, care and security so that each individual feels valued and appreciated (de Souza, 2009, p.8). Educators need to take the time to contemplate their own spirituality in order to enhance the spiritual exploration of others. The idea that a students’ spirituality is not always associated with religion needs to be recognised and respected.

REFERENCES de Souza, M. (2009). Religion and spirituality : why religious educators need to note the difference. Religious Education Journal of Australia, 25(1), Rolheiser, R. (1999). What is spirituality? In The holy longing (pp. 3-19). New York: Doubleday. Schneiders, S. (2003) Religion vs. spirituality: A contemporary conundrum Spiritus, Fall, 3(2),