Spirituality and Religious Education: EDRE629 Assignment 2 Critical evaluation of: De Souza, M. (2006). Rediscovering the spiritual dimension in education: promoting a sense of self and place, meaning and purpose in learning Student: S

Introduction de Souza’s article focuses on spirituality as an ‘innate element of being’ whose expression is relational. Spirituality should have an essential role in the learning process, promoting a sense of self, place, meaning, purpose and connection. Model for transformational learning addressing the whole person in an approach that encompasses the spiritual, emotional and intellectual wellbeing of students. Implications of nurturing spirituality for educators, educational policies and schools. My context /2009 REC and RE teacher in a Catholic Middle school in the NT

Key insights ‘Rediscovering the spiritual dimension in education’ Spirituality is an innate element of being and should have an essential role in the learning process. Spirituality helps young people find meaning and a sense of belonging and is a vital aspect of their spiritual, emotional and intellectual wellbeing. Educators must re-evaluate their learning environments, educational policies and involve the whole school. Education of the whole person must address and nurture both the outer world and the inner world of the individual for learning and growth to occur.

Key insights and their significance Spirituality is an innate element of being. Teachers in Catholic schools have a responsibility to educate, ‘ the whole person in every single dimension, including the transcendent dimension’ (Pope Benedict, 2012). Nurturing spirituality – in wholistic, contemporary and relevant ways is essential and requires ongoing evaluation of learning environments, educational policies, curriculum, pedagogy and the involvement of the whole school. Education of the whole person – requires a solid grounding in contemporary educational theories, spirituality and pedagogy for a wholisitic education.

Connections to earlier readings Spirituality as a concept - ‘an innate element of being’ and contemporary definitions of spirituality Spirituality, religion and education – de Souza calls for a focus on a contemporary understanding of spirituality and its implications for education and learning

Connections continued Nurturing spirituality – i) the role of the teacher in nurturing spirituality - Sunley - teachers as ‘gatekeepers to the spiritual dimension in the classroom’ and ii) pedagogy - Bellous – a) five activities to create a spiritually rich environment: ‘including’, ‘attending’, ‘ embracing’, ‘releasing’ and ‘remaining’; b) spiritual styles: ‘word-centred; emotion-centred; symbol-centred; action-centred’

Implications for religious education -i n a Middle School in the Northern Territory Implementing changes to nurture students’ spirituality The learning environment : i) New resources – including sensory resources e.g. music, art, natural objects; mindfulness; quiet space ii) Curriculum and pedagogy - engaging, relational, and nurtures student spirituality – e.g. i) reflection and silence; and ii) addressing spiritual and moral issues e.g. water conservation iii) Time and space - daily and weekly timetabling for students’ and teachers’ for silence, solitude and contemplation – e.g. meditation and contemplation in the Chapel, classrooms, outdoors, meetings etc.;

Implications – continued Learning activities – promoting reflection, imagination and creativity e.g. mandalas, prayer journals, art activities, bush sculpture etc. Social justice and ethical learning projects e.g. Cross-curriculum unit on Indigenous history in the Northern Territory Celebration of the stories of the individual and community and experiences promoting joyfulness, magic, awe and wonder e.g. dawn liturgy on the school camp in the desert acknowledging creation Whole campus approach – embraced by both leadership, all teachers and the local Priest Results: RE teachers engaged in the curriculum and in addressing their students’ spirituality; Students’ looked forward to quiet times and celebrations and were more actively engaged in the curriculum, especially in the area of social justice, ethics and moral decision making

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