1. Michlala - Jerusalem Academic College and Bar-Ilan University
Spirituality and Humanistic Values among Graduates of State Secular, State Religious and Ultra-Orthodox Schools in Israel
Prof Yaacov Katz
Michlala - Jerusalem Academic College
and Bar-Ilan University
Paper Presented at 20th ISREV Seminar on Values, Human Rights and Religious Education,
July 2016, Mundelein Ill, USA

2. Definitions of Spirituality
Spirituality may generally defined as:
a sense of closeness and connection to the sacred
a relational process in which God and man are reciprocally related
a feeling of the transcendent
a sense of closeness and connection to humankind
a feeling of oneness with the world and with nature
a striving for psychological well-being and positive social integration

3. Research Findings Regarding Spirituality
Spirituality leads to:
a feeling of psychological well-being
enhanced mental health
improved coherence and congruence in behavior
stability of personality
personal integrity
willingness to assist others
consideration and thoughtfulness about others
positive feelings toward others
understanding of needs of others

4. Jewish Education in Israel
Jewish education is divided into three major sectors:
state secular
state religious
ultra-orthodox
Core curriculum taught in all sectors:
Hebrew
English
Math
Science
History
Religious and Heritage Education

5. Religious and Heritage Education in State Secular Sector
knowledge-based view of religion
history of religion
religion as culture
religion as tradition
religion as folklore
religion as spiritual and humanistic

6. Religious and Heritage Education in State Religious Sector
faith and knowledge-based view of religion
religion as a way of life
observance of commandments and precepts
history of religion
religion as culture
religion as tradition
religion as spiritual and humanistic

7. Religious and Heritage Education in Ultra-orthodox Sector
faith-based view of religion
religion as a way of life
observance of commandments and precepts
religion as spiritual and humanistic

8. Research Methodology Participants:
138 1st year students studying education of whom:
54 graduates of the state secular sector
44 graduates of the state religious sector
40 graduates of ultra-orthodox sector
Research Instruments:
Daily Spiritual Experiences Scale (Underwood & Teresi, 2002)
Portrait Values Questionnaire (Schwartz et al., 2001)
Questionnaires administered during 2015/2016 academic year

9. Mean Scores and Standard Deviations for Spirituality
S.D.
Mean N
Sector
1.19
3.25 54
State
Secular
0.78
5.25 44
State Religious
1.15
4.13 40
Ultra-orthodox

10. Mean Scores and Standard Deviations for Humanistic Values
S.D.
Mean N
Sector
1.07
4.09 54
State Secular
1.06
4.99 44
State Religious
0.98
3.61 40
Ultra-orthodox

11. Results
ANOVA results indicate significant main effects for spirituality [F(2,136) = 30.71; P<.001]
Scheffe test results indicate that state religious graduates were significantly higher on “spirituality“ than ultra-orthodox graduates who, in turn, were significantly higher than state secular graduates.
ANOVA results indicate significant main effects for humanistic values [F(2,136) = 14.41; P<.001]
Scheffe test results indicate that state religious graduates were significantly higher on "humanistic values" than state secular graduates who, in turn, were significantly higher than ultra-orthodox graduates

12. Discussion - 1
state religious graduates exhibit significantly higher levels of spirituality than ultra-orthodox and state secular graduates
this results from the emphasis of state religious schools on both knowledge-based as well as faith-based religious and heritage education
ultra-orthodox graduates held a higher level of spirituality than state secular graduates
it appears that faith-based religious and heritage education enhances spirituality more than knowledge-based religious and heritage education

13. Discussion - 2
state religious graduates exhibited a higher level of humanistic values than state secular and ultra-orthodox graduates
this results from the emphasis of state religious schools on both knowledge-based as well as faith-based religious and heritage education
state secular graduates held a higher level of spirituality than ultra-orthodox graduates
it appears that knowledge-based religious and heritage education enhances humanistic values more than faith based religious and heritage education

14. Thank you for your attention
Conclusion
In view of the results of this study (and other studies that yielded similar results) a combination of faith and knowledge-based religious and heritage education needs to be the aim of religious and heritage education teachers and educators
This may ensure the enhancement of both spirituality and humanistic values that are taught as part of religious and heritage education
Thank you for your attention