Pub Date : 2022-10-25DOI: 10.1080/1364436X.2022.2136142
Michaela Pariľáková, P. Babinčák
ABSTRACT This study discusses the spiritual well-being of 8–11 year-old children and its determinants. The aim of the study was to examine differences in terms of gender and age in selected variables and verify the relationship between spiritual well-being and selected variables: the religiosity of children, parental support; peer support, as well as explaining to extent to which the stated variables predict individual domains of spiritual well-being. In order to measure the selected variables, a test battery consisting of theFGLL, PSSS and FSSS questionnaires were used in addition to the author’s Family Religious Activities Scale and the Religious Activities with Friends Scale. . . The sample consisted of 444 respondents (49% boys). The age of the respondents ranged from 8 to 11 (M = 9.69). The results were analysed by several statistical procedures. The results of the study confirm the importance of the support of parents and peers in the development of spiritual well-being in children aged 8to11.
{"title":"Determinants of spirituality in children’s age","authors":"Michaela Pariľáková, P. Babinčák","doi":"10.1080/1364436X.2022.2136142","DOIUrl":"https://doi.org/10.1080/1364436X.2022.2136142","url":null,"abstract":"ABSTRACT This study discusses the spiritual well-being of 8–11 year-old children and its determinants. The aim of the study was to examine differences in terms of gender and age in selected variables and verify the relationship between spiritual well-being and selected variables: the religiosity of children, parental support; peer support, as well as explaining to extent to which the stated variables predict individual domains of spiritual well-being. In order to measure the selected variables, a test battery consisting of theFGLL, PSSS and FSSS questionnaires were used in addition to the author’s Family Religious Activities Scale and the Religious Activities with Friends Scale. . . The sample consisted of 444 respondents (49% boys). The age of the respondents ranged from 8 to 11 (M = 9.69). The results were analysed by several statistical procedures. The results of the study confirm the importance of the support of parents and peers in the development of spiritual well-being in children aged 8to11.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42117263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1080/1364436X.2022.2136143
Tony Eaude
ABSTRACT This article revisits various ideas from the literature on children’s spirituality which have elicited less attention in recent years, notably those of researchers who emphasise the contexts of children’s lives and those whose research uses children’s narratives. Key aspects meriting further investigation and research are suggested, especially the idea of the spirituality(ies) of societies, rather than only of individuals, and the importance of children’s agency and narratives. It is argued that spirituality should be seen as a process rather than a thing, or a set of practices; and that considerations of power, notably factors such as gender, race, class and age, are too rarely addressed. Some cautionary words about the current discourse in children’s spirituality and suggestions for how research should be conducted are presented, calling for a less individualised view with more emphasis on context and culture and on how the manifestations of children’s spirituality vary at different ages.
{"title":"Revisiting some half-forgotten ideas on children’s spirituality","authors":"Tony Eaude","doi":"10.1080/1364436X.2022.2136143","DOIUrl":"https://doi.org/10.1080/1364436X.2022.2136143","url":null,"abstract":"ABSTRACT This article revisits various ideas from the literature on children’s spirituality which have elicited less attention in recent years, notably those of researchers who emphasise the contexts of children’s lives and those whose research uses children’s narratives. Key aspects meriting further investigation and research are suggested, especially the idea of the spirituality(ies) of societies, rather than only of individuals, and the importance of children’s agency and narratives. It is argued that spirituality should be seen as a process rather than a thing, or a set of practices; and that considerations of power, notably factors such as gender, race, class and age, are too rarely addressed. Some cautionary words about the current discourse in children’s spirituality and suggestions for how research should be conducted are presented, calling for a less individualised view with more emphasis on context and culture and on how the manifestations of children’s spirituality vary at different ages.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48783977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-31DOI: 10.1080/1364436X.2022.2103977
Mahdalena, Muhammad Hatta, Zahratul Riza
{"title":"Law and religious diversity in education: the right to difference","authors":"Mahdalena, Muhammad Hatta, Zahratul Riza","doi":"10.1080/1364436X.2022.2103977","DOIUrl":"https://doi.org/10.1080/1364436X.2022.2103977","url":null,"abstract":"","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45575408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Moral education and the ethics of self-cultivation: Chinese and Western perspectives","authors":"Putri Nurjayana Muin, Riska Nurhasanah, Mohamad Saripudin","doi":"10.1080/1364436X.2022.2103978","DOIUrl":"https://doi.org/10.1080/1364436X.2022.2103978","url":null,"abstract":"","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48889953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-19DOI: 10.1080/1364436X.2022.2101988
Anita Gracie, J. Wilkinson
ABSTRACT Tis research focused on the development of spiritual awareness in pupils in primary schools. Spiritual pedagogies, have been found to have beneficial effects on children’s emotional wellbeing and their ability to focus and to learn. Previous research has shown that student teachers are often unwilling to attempt such activities in their classrooms and the researchers wanted to discover whether this reluctance resulted from their students’ own religious identities. The research revealed that although there were observable differences between students of the various Christian denominations in their attitudes towards certain spiritual activities, there was no particular denomination which was unwilling to engage with any form of spirituality within the classroom. They also found that the use of experiential learning, in the form of workshops where the students engaged personally with the spiritual activities, was an effective way of increasing student teachers' confidence in the use of such activities .
{"title":"Mindfulness, meditation and me: student teachers’ willingness to engage with spiritual activities in the primary school classroom","authors":"Anita Gracie, J. Wilkinson","doi":"10.1080/1364436X.2022.2101988","DOIUrl":"https://doi.org/10.1080/1364436X.2022.2101988","url":null,"abstract":"ABSTRACT Tis research focused on the development of spiritual awareness in pupils in primary schools. Spiritual pedagogies, have been found to have beneficial effects on children’s emotional wellbeing and their ability to focus and to learn. Previous research has shown that student teachers are often unwilling to attempt such activities in their classrooms and the researchers wanted to discover whether this reluctance resulted from their students’ own religious identities. The research revealed that although there were observable differences between students of the various Christian denominations in their attitudes towards certain spiritual activities, there was no particular denomination which was unwilling to engage with any form of spirituality within the classroom. They also found that the use of experiential learning, in the form of workshops where the students engaged personally with the spiritual activities, was an effective way of increasing student teachers' confidence in the use of such activities .","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44405119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1080/1364436X.2022.2093169
H. Shahdadi, Gholamhossein Mahmoudirad
ABSTRACT This qualitative study was conducted to explain the experiences of parents in spiritual self-care. This qualitative study was performed using a conventional content analysis method, based on purposeful sampling with the participation of 17 parents of children who had been diagnosed with a disability for at least one year. Unstructured interviews were used to collect data and data analysis was performed based on five steps of Graneheim and Lundman method. All participants were Muslim and had an average age of 41 years. Data analysis leads to the emergence of 15 subthemes and 4 themes Spiritual turmoil, Manifestation of the spiritual paradigm, Recourse to spiritual behaviour and Spiritual growth and excellence. Parents found that by relying on spirituality they could protect themselves from the problems caused by the child’s disability, they were able to overcome the anxiety and frustration caused by the child’s disability in the shadow of spirituality and adapt to new conditions.
摘要本研究旨在探讨父母在精神自我照顾方面的经验。本定性研究采用传统的内容分析方法，基于有目的的抽样，17位被诊断为残疾至少一年的儿童的父母参与。采用非结构化访谈法收集数据，并根据Graneheim and Lundman方法的五步法进行数据分析。所有参与者都是穆斯林，平均年龄41岁。数据分析导致15个子主题和4个主题的出现精神动荡，精神范式的表现，求助于精神行为和精神成长和卓越。父母发现，依靠灵性可以保护自己免受孩子残疾带来的问题，能够在灵性的阴影下克服孩子残疾带来的焦虑和沮丧，适应新的情况。
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Pub Date : 2022-05-22DOI: 10.1080/1364436X.2022.2080646
C. Robinson
ABSTRACT This paper presents findings from a qualitative investigation that sought to ascertain educators’ personal understanding of spirituality, their awareness of children’s spirituality and the pedagogical practices they used to attend to children’s spirituality. One of the key findings that emerged from this investigation was educators’ acknowledgement of wonder as a component of spirituality. However, in practice, wonder was actualised as an opportunity for pondering – for considering alternatives and thinking deeply on curriculum. Wonder is recognised in the literature as a characteristic of spirituality; it draws a person into a sense of mystery and to imagine possibilities. To ‘wonder’ is so much more than the skill of ‘pondering’. The potential of wonder in promoting young children’s spirituality needs to be more fully realised if educators are to attend to children’s needs holistically.
{"title":"The potential of ‘wonder’ to engage children’s spirituality: it’s so much more than pondering","authors":"C. Robinson","doi":"10.1080/1364436X.2022.2080646","DOIUrl":"https://doi.org/10.1080/1364436X.2022.2080646","url":null,"abstract":"ABSTRACT This paper presents findings from a qualitative investigation that sought to ascertain educators’ personal understanding of spirituality, their awareness of children’s spirituality and the pedagogical practices they used to attend to children’s spirituality. One of the key findings that emerged from this investigation was educators’ acknowledgement of wonder as a component of spirituality. However, in practice, wonder was actualised as an opportunity for pondering – for considering alternatives and thinking deeply on curriculum. Wonder is recognised in the literature as a characteristic of spirituality; it draws a person into a sense of mystery and to imagine possibilities. To ‘wonder’ is so much more than the skill of ‘pondering’. The potential of wonder in promoting young children’s spirituality needs to be more fully realised if educators are to attend to children’s needs holistically.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47410958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-22DOI: 10.1080/1364436X.2022.2066067
David Ng, J. Fisher
ABSTRACT This paper reports significant findings from an exploratory investigation of factors influencing kindergarten teachers’ perceptions of holistic early childhood education (HECE) following the release of a recent policy document relating to Early Childhood Education by the Hong Kong Special Administrative Region. A comprehensive four-page survey questionnaire was completed by 165 teachers, in 22 Kindergartens across three Districts in Hong Kong. The questionnaire sought responses on demographics (including spiritual well-being); six aspects of ECE detailed in the HKSAR document; teachers’ expectations of HECE; and their perceptions of parental involvement in their young children’s development. This study revealed that kindergarten teachers’ spiritual well-being was a key demographic factor contributing to their expectations of holistic early childhood education.
{"title":"Kindergarten teachers’ spiritual well-being impacts holistic early childhood education","authors":"David Ng, J. Fisher","doi":"10.1080/1364436X.2022.2066067","DOIUrl":"https://doi.org/10.1080/1364436X.2022.2066067","url":null,"abstract":"ABSTRACT This paper reports significant findings from an exploratory investigation of factors influencing kindergarten teachers’ perceptions of holistic early childhood education (HECE) following the release of a recent policy document relating to Early Childhood Education by the Hong Kong Special Administrative Region. A comprehensive four-page survey questionnaire was completed by 165 teachers, in 22 Kindergartens across three Districts in Hong Kong. The questionnaire sought responses on demographics (including spiritual well-being); six aspects of ECE detailed in the HKSAR document; teachers’ expectations of HECE; and their perceptions of parental involvement in their young children’s development. This study revealed that kindergarten teachers’ spiritual well-being was a key demographic factor contributing to their expectations of holistic early childhood education.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41695772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/1364436X.2022.2076638
Sayid Ma’rifatulloh, M. A. Budiman
conceptualised in an introspective way, Von Gontard concludes by looking at the way spirituality is experienced and developed interpersonally between children. Again, this is through his understanding of Buddhism and by drawing on his skills as a psychiatrist and psychotherapist. Through using excerpts taken from children’s own accounts an authentic, but limited, view of spirituality is presented. What would facilitated this further would have been more of an in-depth examination as this discussion was minimal and may possibly leave the reader with questions regarding children’s social interactions and the ways the personal and communal aspects of self facilitate spiritual development. Quite possibly, this may well be the next piece of work by the author. This book adds a great deal to the understanding of children’s spirituality and may be of value to a variety of interested groups, both professional and personal. However, this book is written from a western perspective where faith and spirituality are often individually negotiated and where religion is a contested space. As such, a book which focuses on Buddhism and Buddhist concepts in general may be of such a specialist nature that its contribution and impact may not achieve the readership its quality deserves.
Von Gontard以内省的方式提出了概念，他通过观察儿童之间精神体验和发展的方式得出结论。同样，这是通过他对佛教的理解，并借鉴他作为精神病学家和心理治疗师的技能。通过摘录孩子们自己的叙述，呈现了一种真实但有限的精神观。进一步促进这一点的是更深入的研究，因为这种讨论很少，可能会给读者留下关于儿童社会互动以及自我的个人和社区方面如何促进精神发展的问题。这很可能是作者的下一部作品。这本书极大地增加了对儿童精神的理解，可能对各种感兴趣的群体有价值，包括专业和个人。然而，这本书是从西方的角度写的，信仰和精神往往是单独协商的，宗教是一个有争议的空间。因此，一本关注佛教和佛教概念的书可能具有如此专业的性质，其贡献和影响可能无法达到其应有的读者群。
{"title":"Improving the Pedagogy of Islamic Religious Education in Secondary Schools","authors":"Sayid Ma’rifatulloh, M. A. Budiman","doi":"10.1080/1364436X.2022.2076638","DOIUrl":"https://doi.org/10.1080/1364436X.2022.2076638","url":null,"abstract":"conceptualised in an introspective way, Von Gontard concludes by looking at the way spirituality is experienced and developed interpersonally between children. Again, this is through his understanding of Buddhism and by drawing on his skills as a psychiatrist and psychotherapist. Through using excerpts taken from children’s own accounts an authentic, but limited, view of spirituality is presented. What would facilitated this further would have been more of an in-depth examination as this discussion was minimal and may possibly leave the reader with questions regarding children’s social interactions and the ways the personal and communal aspects of self facilitate spiritual development. Quite possibly, this may well be the next piece of work by the author. This book adds a great deal to the understanding of children’s spirituality and may be of value to a variety of interested groups, both professional and personal. However, this book is written from a western perspective where faith and spirituality are often individually negotiated and where religion is a contested space. As such, a book which focuses on Buddhism and Buddhist concepts in general may be of such a specialist nature that its contribution and impact may not achieve the readership its quality deserves.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42713565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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