Spirituality in Education Administration

Shalini Gouri Panicker, V. P. Devassy, J. V. Kureethara
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Abstract

The ability to think about the past and to plan for the future and mould situations the way we want distinguish human beings from all other living beings. Emotion, intelligence, and spirituality are three vital aspects of human existence. Though the ancient academic engagement was focused on an integral vision of human development, recent heavy focus on professional and vocational development has skewed the purpose of higher education and delimited its scope. Hence, integral education aimed at a new world order marked by ethical sensitivity and global citizenship, social sensitivity, social involvement, and social contribution should focus on whole-person education that emphasizes connectedness with oneself, others, the environment, and at a deeper level connect with the supreme power or reality. The authors present a brief review of current practices relating to spirituality in educational administration.
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教育管理中的灵性
思考过去,计划未来,塑造我们想要的情景的能力,将人类与所有其他生物区分开来。情感、智力和灵性是人类存在的三个重要方面。尽管古代的学术活动侧重于人类发展的整体愿景,但最近对专业和职业发展的过度关注扭曲了高等教育的目的,并限制了其范围。因此,以伦理敏感性和全球公民意识、社会敏感性、社会参与和社会贡献为标志的世界新秩序为目标的整体化教育应侧重于全人教育,强调与自己、他人、环境的联系,并在更深层次上与最高权力或现实的联系。作者提出了一个简短的审查有关灵性目前的做法在教育管理。
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