EDUCATION AND YOUNG PEOPLE'S SEARCH FOR MEANING, IDENTITY AND SPIRITUALITY. Elie Asmar EDRE629 Spirituality and S Religious Education Crawford, M. & Rossiter, G. (2006). Reasons for Living: Education and Young People's Search for Meaning, Identity and Spirituality. In M. Crawford & G. Rossiter. Reasons for Living: Education and Young People's Search for Meaning, Identity and Spirituality: A Handbook (3-20). Camberwell, Vic.: ACER Press.

KEY INSIGHTS Elie Asmar EDRE629 Spirituality and S Religious Education

Spiritual and Moral Dimension  The beginning of the reading provides some background information regarding spiritual and moral dimension to the school curriculum.  Crawford and Rossiter (2006) explain that the intention has been there to incorporate spiritual and moral dimension to the curriculum, however, the intention has not turned into practice.

Meaning, Identity, Spirituality  Meaning  Interpretation of religion and its current notion  Past meaning and present meaning of religion  Interpretation of meaning: personal level and community level  Identity  In 1998 a research was conducted with youth in Australia which found three major concerns: unemployment, drug and alcohol abuse and identity and the search for meaning  The interest of identity in young people is mainly personal and psychological

Meaning, Identity, Spirituality  Spirituality  Crawford and Rossiter (2006) clearly demonstrate the past and present interpretation of spirituality.  Crawford and Rossiter state that for educational purposes, the construct of spirituality needs to be broad to include religion, as well as acknowledging a spiritual dimension to living that covers values, commitments and aesthetic concerns (Crawford & Rossiter, 2006, p. 9).

Relationship between Meaning, Identity and Spirituality  Crawford and Rossiter (2006) justify the relationship of meaning, identity and spirituality through six points: 1. All are interests and importance of youth 2. All are components of a wide range of other personal development constructs (such as values, self-esteem, character, well-being and resilience....just to name a few) 3. All have significance for psychological development 4. All have cultural parallels 5. All are figured as important educational goals 6. All provide content in schools for both spiritual-moral subjects and across-the-curriculum studies. (Crawford & Rossiter, 2006, p. 10)

LINKS TO OTHER MODULES IN THE UNIT Elie Asmar EDRE629 Spirituality and S Religious Education

Link to Bouma (2006)  In the twentieth century, religion and spirituality was more personal where it often provided an identity and meaning for an individual (Bouma, 2006, p.30).  In the twenty-first century, the centre of religion and spiritualty focused on production and maintenance of hope (Bouma, 2006, p. 30). Search for meaning (Crawford & Rossiter, 2006) search for hope (Bouma, 2006)

Link to Bellous (2007)  Teachers need to be wise enough to be able to prompt students to take the opportunity to find meaning in what they are studying (Crawford & Rossiter, 2006, p. 17)  In a classroom, children require teacher attention to organise personal experience meaningfully (Bellous, 2007, p. 103) It is the role of the teacher to direct students towards a ‘meaningful’ learning experience.

Link to Tirri (2012)  Incorporating the National Framework for Values Education in Australian Schools (Crawford & Rossiter, 2006, p ) to promote spiritual and moral education.  The whole-person approach to spiritual and religious education to contribute to the positive development of the person, such as values, morals citizenship etc. (Tirri, 2012, p. 276) Schools are encouraged to incorporate different frameworks or take on approaches to increase spirituality of students through religious and moral education.

IMPLICATIONS FOR RELIGIOUS EDUCATION Elie Asmar EDRE629 Spirituality and S Religious Education

Implications for Religious Education  Offering the same religious education courses in Public schools that are available in Catholic schools.  Formation and implementation of a Faith Leadership Policy would contribute to students’ personal development.  Spiritual and moral development of staff at staff development days or staff meetings can provide opportunities to educate staff on spiritual and moral development.  Implementation of a Pastoral Care Program.

References  Bellous, J. (2007) Five classroom activities for sustaining a spiritual environment. In C. Ota & M. Chater (Eds.). Spiritual education in a divided world: social, environmental and pedagogical perspectives on the spirituality of children and young people. (pp. 99 – 111). London, UK: Routledge.  Bouma, G. D. (2006). Australian soul: religion and spirituality in the twenty-first century. Melbourne: Cambridge University Press. (pp. 1-30)  Buchanan, M. (2011). Faith Leadership: An Approach for Educational Leadership Contexts. Journal of Catholic School Studies, 83 (2),  Crawford, M. & Rossiter, G. (2006). Reasons for Living: Education and Young People's Search for Meaning, Identity and Spirituality. In M. Crawford & G. Rossiter. Reasons for Living: Education and Young People's Search for Meaning, Identity and Spirituality: A Handbook (3-20). Camberwell, Vic.: ACER Press.  Tirri, K. (2012). Religious and Spiritual Education as contributors to the development of the whole person. In T. van der Zee & T. J. Lovat. New perspectives on religious and spiritual education (Vol. 4) (pp. 269 – 280). New York, NY: Waxmann Publishing.