Pub Date : 2021-04-03DOI: 10.1080/1364436X.2021.1901431
A. von Gontard
Confucianism is perceived as a political and cultural religion in this multicultural nation (Chapter 9). Instead of formal school curriculum and classroom teaching, Confucian values are transmitted informally from generation to generation through ‘lived experience’ (p. 8) on a daily basis. This shows that the pluralistic religious landscape in Asia is beyond the three models proposed in the Western cultural context: the monoreligious, multireligious and interreligious models. This book may not be for all readers of this journal, yet it successfully provides a regional view of religious education that is beneficial to academics in religious education, educational policymakers and teachers who practice religious education and spirituality. Those with special research interest in a particular country or theme will find it an insightful starting point for the further study of religious education. General readers will benefit most from the introduction and conclusion that provide an overview of how religious education has flourished across a globalised Asia.
{"title":"The intuitive Buddhist - psychological type as a new hermeneutic of Buddhist diversity in the West","authors":"A. von Gontard","doi":"10.1080/1364436X.2021.1901431","DOIUrl":"https://doi.org/10.1080/1364436X.2021.1901431","url":null,"abstract":"Confucianism is perceived as a political and cultural religion in this multicultural nation (Chapter 9). Instead of formal school curriculum and classroom teaching, Confucian values are transmitted informally from generation to generation through ‘lived experience’ (p. 8) on a daily basis. This shows that the pluralistic religious landscape in Asia is beyond the three models proposed in the Western cultural context: the monoreligious, multireligious and interreligious models. This book may not be for all readers of this journal, yet it successfully provides a regional view of religious education that is beneficial to academics in religious education, educational policymakers and teachers who practice religious education and spirituality. Those with special research interest in a particular country or theme will find it an insightful starting point for the further study of religious education. General readers will benefit most from the introduction and conclusion that provide an overview of how religious education has flourished across a globalised Asia.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2021.1901431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47231871","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 : 2021-04-03DOI: 10.1080/1364436X.2021.1879504
J. Lee
As quite many journals under major publishers such as Taylor and Francis are now running in both on-line and print versions, there may be interesting questions on the role of editorials. In a journal where I have been engaged as one of the executive editors, I remembered that in the past I could choose some accepted articles (already appeared online) to make a coherent theme and then write an editorial for an issue. It is quite an interesting but challenging task as it is not written as an editorial for a special issue of a journal. In addition, the journal papers are coming in, often revised and then accepted sporadically and sometimes unpredictably in terms of time and responses of authors, reviewers and editorial board members or associate editors especially the Editor and Book Review Editor who coordinates book reviews. Rust (2018) quoted Purmalo and highlighted the importance of editorials to focus on issues that are crafted to ‘provoke conversation rather than to represent a specific viewpoint’ (p. 600). Moreover, she also indicated the function of honouring the scholarly contributions of these authors and the reviewers who spent time providing feedback and considering the papers as appropriate for publication in journals. Looking back to my first year of editorship of International Journal of Children’s Spirituality (IJCS) in 2020, I would sincerely thank all old and new editorial board members, Dr Tony Eaude (Book Review Editor), Ms Abi Amey (Portfolio Manager), members of College of Reviewers and other reviewers for their hard work and valuable contributions. In my past editorials, I have not quoted and cited the papers just accepted and published for an issue of IJCS partly because these papers altogether might not be very coherent in terms of concepts, themes or methodologies while individually they have made remarkable contributions and useful discourses to the literature of children’s spirituality. It is also part of the reason that I would like to get acquainted to the ‘protocols’ of the IJCS’s editorial system as well as the ‘culture’ of the editorial process. Under this backdrop, my editorials tend to refer to the works of some editorial board members as well as some of the possibly interesting educational issues related to children’s spirituality as my academic background is more from curriculum and educational studies (Lee 2020a, 2020b). In this editorial, I would like to take a snapshot of some of the figures of IJCS between 2009 and 2019 and offer some of my preliminary observations of the published papers in volume 25 (2020). INTERNATIONAL JOURNAL OF CHILDREN’S SPIRITUALITY 2021, VOL. 26, NOS. 1–2, 1–8 https://doi.org/10.1080/1364436X.2021.1879504
{"title":"Children’s spirituality: personal reflections on International Journal of Children’s Spirituality (IJCS)","authors":"J. Lee","doi":"10.1080/1364436X.2021.1879504","DOIUrl":"https://doi.org/10.1080/1364436X.2021.1879504","url":null,"abstract":"As quite many journals under major publishers such as Taylor and Francis are now running in both on-line and print versions, there may be interesting questions on the role of editorials. In a journal where I have been engaged as one of the executive editors, I remembered that in the past I could choose some accepted articles (already appeared online) to make a coherent theme and then write an editorial for an issue. It is quite an interesting but challenging task as it is not written as an editorial for a special issue of a journal. In addition, the journal papers are coming in, often revised and then accepted sporadically and sometimes unpredictably in terms of time and responses of authors, reviewers and editorial board members or associate editors especially the Editor and Book Review Editor who coordinates book reviews. Rust (2018) quoted Purmalo and highlighted the importance of editorials to focus on issues that are crafted to ‘provoke conversation rather than to represent a specific viewpoint’ (p. 600). Moreover, she also indicated the function of honouring the scholarly contributions of these authors and the reviewers who spent time providing feedback and considering the papers as appropriate for publication in journals. Looking back to my first year of editorship of International Journal of Children’s Spirituality (IJCS) in 2020, I would sincerely thank all old and new editorial board members, Dr Tony Eaude (Book Review Editor), Ms Abi Amey (Portfolio Manager), members of College of Reviewers and other reviewers for their hard work and valuable contributions. In my past editorials, I have not quoted and cited the papers just accepted and published for an issue of IJCS partly because these papers altogether might not be very coherent in terms of concepts, themes or methodologies while individually they have made remarkable contributions and useful discourses to the literature of children’s spirituality. It is also part of the reason that I would like to get acquainted to the ‘protocols’ of the IJCS’s editorial system as well as the ‘culture’ of the editorial process. Under this backdrop, my editorials tend to refer to the works of some editorial board members as well as some of the possibly interesting educational issues related to children’s spirituality as my academic background is more from curriculum and educational studies (Lee 2020a, 2020b). In this editorial, I would like to take a snapshot of some of the figures of IJCS between 2009 and 2019 and offer some of my preliminary observations of the published papers in volume 25 (2020). INTERNATIONAL JOURNAL OF CHILDREN’S SPIRITUALITY 2021, VOL. 26, NOS. 1–2, 1–8 https://doi.org/10.1080/1364436X.2021.1879504","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2021.1879504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49602433","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 : 2021-04-03DOI: 10.1080/1364436X.2021.1874098
N. Lau
{"title":"Religious education in Asia: spiritual diversity in globalized times","authors":"N. Lau","doi":"10.1080/1364436X.2021.1874098","DOIUrl":"https://doi.org/10.1080/1364436X.2021.1874098","url":null,"abstract":"","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2021.1874098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48887763","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 : 2021-03-15DOI: 10.1080/1364436X.2021.1898344
Hok-Ko Pong
ABSTRACT This longitudinal mixed-methods study, which consisted of (1) questionnaire surveys and (2) individual in-depth interviews, explored the development of the spiritual wellbeing of university students over the past four years under the cultivation of holistic education. A sample of 276 in quantitative and 32 students in qualitative studies was successfully followed up. The quantitative results suggest a main effect of time on the spiritual wellbeing of students, though no significant interaction effect is found between time and other variables, including gender, age and major disciplines. Qualitative results further show that holistic education through experiential learning contributes highly to the development of Chinese university students’ spiritual wellbeing in three specific domains, namely personal and communal, environmental and transcendental. The finding indicates that (1) environment-related forces and (2) education-related dynamics were critical factors for the successful implementation of holistic education through experiential learning in universities.
{"title":"The cultivation of university students’ spiritual wellbeing in holistic education: longitudinal mixed-methods study","authors":"Hok-Ko Pong","doi":"10.1080/1364436X.2021.1898344","DOIUrl":"https://doi.org/10.1080/1364436X.2021.1898344","url":null,"abstract":"ABSTRACT This longitudinal mixed-methods study, which consisted of (1) questionnaire surveys and (2) individual in-depth interviews, explored the development of the spiritual wellbeing of university students over the past four years under the cultivation of holistic education. A sample of 276 in quantitative and 32 students in qualitative studies was successfully followed up. The quantitative results suggest a main effect of time on the spiritual wellbeing of students, though no significant interaction effect is found between time and other variables, including gender, age and major disciplines. Qualitative results further show that holistic education through experiential learning contributes highly to the development of Chinese university students’ spiritual wellbeing in three specific domains, namely personal and communal, environmental and transcendental. The finding indicates that (1) environment-related forces and (2) education-related dynamics were critical factors for the successful implementation of holistic education through experiential learning in universities.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2021.1898344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47460811","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 : 2021-03-11DOI: 10.1080/1364436X.2021.1898345
Amy L. Chapman, L. Foley, J. Halliday, L. Miller
ABSTRACT Relational spirituality describes ways in which people are connected to each other on a deeply spiritual level. This article presents a qualitative case study of three schools which shows how relational spirituality impacts education. At each of these schools, relational spirituality is a central driver of the school’s mission and purpose. Relational spirituality is life-changing for students at these schools; they were seen, known, and valued for themselves and built meaningful relationships with faculty and staff. Through these relationships, students are able to transcend diverse challenging circumstances and flourish.
{"title":"Relational spirituality in K-12 education: a multi-case study","authors":"Amy L. Chapman, L. Foley, J. Halliday, L. Miller","doi":"10.1080/1364436X.2021.1898345","DOIUrl":"https://doi.org/10.1080/1364436X.2021.1898345","url":null,"abstract":"ABSTRACT Relational spirituality describes ways in which people are connected to each other on a deeply spiritual level. This article presents a qualitative case study of three schools which shows how relational spirituality impacts education. At each of these schools, relational spirituality is a central driver of the school’s mission and purpose. Relational spirituality is life-changing for students at these schools; they were seen, known, and valued for themselves and built meaningful relationships with faculty and staff. Through these relationships, students are able to transcend diverse challenging circumstances and flourish.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2021.1898345","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46027538","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 : 2020-12-15DOI: 10.1080/1364436X.2020.1860913
J. Ristiniemi, Fereshteh Ahmadi
ABSTRACT The aim of the present article is to discuss what children regard as important in life and how they view the purpose of life. We proceed from a new materiality perspective. The results are based on a study conducted in Sweden among 40 6- to 9-year-old children in two different classes in two elementary schools. A qualitative data-collection method was used involving text reading and movie viewing. In the present article, we begin with a theoretical discussion of the new materiality perspective before presenting our results. The findings show that children perceive togetherness, kindness, fairness and freedom as basic values for their own part and that they consider wealth and family to be basic societal values. There is a value differentiation going on in children’s thinking, a result of which is that some values step out as basic values for children. A map of values is construed that aims to explicate children’s value orientation.
{"title":"Where to and why? Children on meaning and value from a new materiality perspective","authors":"J. Ristiniemi, Fereshteh Ahmadi","doi":"10.1080/1364436X.2020.1860913","DOIUrl":"https://doi.org/10.1080/1364436X.2020.1860913","url":null,"abstract":"ABSTRACT The aim of the present article is to discuss what children regard as important in life and how they view the purpose of life. We proceed from a new materiality perspective. The results are based on a study conducted in Sweden among 40 6- to 9-year-old children in two different classes in two elementary schools. A qualitative data-collection method was used involving text reading and movie viewing. In the present article, we begin with a theoretical discussion of the new materiality perspective before presenting our results. The findings show that children perceive togetherness, kindness, fairness and freedom as basic values for their own part and that they consider wealth and family to be basic societal values. There is a value differentiation going on in children’s thinking, a result of which is that some values step out as basic values for children. A map of values is construed that aims to explicate children’s value orientation.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2020.1860913","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48898908","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 : 2020-12-10DOI: 10.1080/1364436X.2020.1856048
V. Michaelson
ABSTRACT While the spiritual dimensions of health are often tangentially recognized in the health sciences, minimal direction is given as to what spiritual health is, or to what it means to policy or practice. In Canada, this lack of understanding is problematic because despite strong evidence suggesting that spiritual health can operate as a protective health asset in the lives of young people, it is difficult to create effective health promotion strategies for supporting spiritual health without clear definitional agreement. Guided by interpretive description as a methodological orientation, I conducted a qualitative study (n=74) with the goal of developing a definition of spiritual health that would have practical value for Canadian young people and could be used to support the optimization of their health. Data were generated through focus groups and interviews. Results yielded a child-informed definition that provides a clear starting place for operationalizing spiritual health in health-related contexts.
{"title":"Developing a definition of spiritual health for Canadian young people: a qualitative study","authors":"V. Michaelson","doi":"10.1080/1364436X.2020.1856048","DOIUrl":"https://doi.org/10.1080/1364436X.2020.1856048","url":null,"abstract":"ABSTRACT While the spiritual dimensions of health are often tangentially recognized in the health sciences, minimal direction is given as to what spiritual health is, or to what it means to policy or practice. In Canada, this lack of understanding is problematic because despite strong evidence suggesting that spiritual health can operate as a protective health asset in the lives of young people, it is difficult to create effective health promotion strategies for supporting spiritual health without clear definitional agreement. Guided by interpretive description as a methodological orientation, I conducted a qualitative study (n=74) with the goal of developing a definition of spiritual health that would have practical value for Canadian young people and could be used to support the optimization of their health. Data were generated through focus groups and interviews. Results yielded a child-informed definition that provides a clear starting place for operationalizing spiritual health in health-related contexts.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2020.1856048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46922886","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 : 2020-12-10DOI: 10.1080/1364436X.2020.1860914
B. Hyde
ABSTRACT This paper argues the importance of maintaining and promoting the child’s spiritual voice in spite of educational practices that have been reformed to align with the neoliberal agenda, in particular, performativity. Descriptions of spirituality are offered, noting that spirituality is a part of human life that emerges in childhood, and a case made for the necessity of the child’s spiritual voice in the light of the United Nations Convention on the Rights of the Child. The neoliberal discourse of performativity in education is discussed, and ways this may serve to silence the spiritual voice of the child are indicated. While acknowledging that further research is necessary, the notion of rights-respecting curriculum is posited as a way of nurturing and promoting the child’s spiritual voice in education.
{"title":"Silenced by performativity: The child’s right to a spiritual voice in an age of neoliberal educational imperatives","authors":"B. Hyde","doi":"10.1080/1364436X.2020.1860914","DOIUrl":"https://doi.org/10.1080/1364436X.2020.1860914","url":null,"abstract":"ABSTRACT This paper argues the importance of maintaining and promoting the child’s spiritual voice in spite of educational practices that have been reformed to align with the neoliberal agenda, in particular, performativity. Descriptions of spirituality are offered, noting that spirituality is a part of human life that emerges in childhood, and a case made for the necessity of the child’s spiritual voice in the light of the United Nations Convention on the Rights of the Child. The neoliberal discourse of performativity in education is discussed, and ways this may serve to silence the spiritual voice of the child are indicated. While acknowledging that further research is necessary, the notion of rights-respecting curriculum is posited as a way of nurturing and promoting the child’s spiritual voice in education.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2020.1860914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49485664","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 : 2020-11-30DOI: 10.1080/1364436X.2020.1854190
Martyn Rawson
ABSTRACT Against a general background of education policies based on standard curricula with prescribed and measurable outcomes, this article explores how Waldorf (Steiner) education creates spaces for spirituality and explains the epistemology informing this approach. It seeks to understand this process from the perspective of Gert Biesta’s notion of subjectivity. The article locates this discussion within contemporary Bildung theory, which offers a view of self-formation as transformative learning, and links this to notions of emergent spirituality. The article then draws on Roland Benedikter’s account of postmodern spirituality and on postformal perspectives on education, which promote a holistic and integral approach conducive to the cultivation of spirituality in schools. It concludes by suggesting some guidelines for enabling spirituality in education.
{"title":"Spirituality and subjectivity in Waldorf (Steiner) education: a postmodern Bildung perspective","authors":"Martyn Rawson","doi":"10.1080/1364436X.2020.1854190","DOIUrl":"https://doi.org/10.1080/1364436X.2020.1854190","url":null,"abstract":"ABSTRACT Against a general background of education policies based on standard curricula with prescribed and measurable outcomes, this article explores how Waldorf (Steiner) education creates spaces for spirituality and explains the epistemology informing this approach. It seeks to understand this process from the perspective of Gert Biesta’s notion of subjectivity. The article locates this discussion within contemporary Bildung theory, which offers a view of self-formation as transformative learning, and links this to notions of emergent spirituality. The article then draws on Roland Benedikter’s account of postmodern spirituality and on postformal perspectives on education, which promote a holistic and integral approach conducive to the cultivation of spirituality in schools. It concludes by suggesting some guidelines for enabling spirituality in education.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2020.1854190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49448763","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 : 2020-10-01DOI: 10.1080/1364436x.2020.1843006
B. Hyde
ABSTRACT As an effective tool used within the evocative method of phenomenological inquiry, this paper argues for, and details the use of the written anecdotes of adults as one means by which to access children’s expressions of spirituality. The phenomenological framework out of which the evocative method emanates is described. Two examples from the author’s recent research with adults using written anecdotes to describe occasions on which children may have been expressing aspects of their spirituality, as well as a short analysis of what was revealed through a reflection on these anecdotes, is presented. The paper makes a significant contribution in detailing methods that may enable adults who work with children in a variety of contexts to recall and reflect on children’s expressions of their spirituality.
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