Pub Date : 2020-01-02DOI: 10.1080/1364436X.2019.1711025
Trudie E. Morris
ABSTRACT The paper focusses upon one of the outcomes from research into co-curating the Eucharist with children. The aim of the research was to answer a question where there is little evidence and because the topic is of direct practical relevance to issues in the researcher’s own work and practice as a parish priest in the Church of England. The primary data was derived from Participatory Action Research. Three sets of co-researchers drawn from children, adults from the local community and adult members of two congregations, shared their experiences without and with co-curation of the Eucharist with children. An inductive methodology was used in a qualitative, constant comparative and thematic method of data analysis. The data found attentive presence to be a unifying concept important to spiritual flourishing. Children co-curating worship found that their involvement in the liturgical action deepened the spiritual experience of some adults.
{"title":"Discovering attentive presence: children as agents for spiritual change in the curatorial of worship","authors":"Trudie E. Morris","doi":"10.1080/1364436X.2019.1711025","DOIUrl":"https://doi.org/10.1080/1364436X.2019.1711025","url":null,"abstract":"ABSTRACT The paper focusses upon one of the outcomes from research into co-curating the Eucharist with children. The aim of the research was to answer a question where there is little evidence and because the topic is of direct practical relevance to issues in the researcher’s own work and practice as a parish priest in the Church of England. The primary data was derived from Participatory Action Research. Three sets of co-researchers drawn from children, adults from the local community and adult members of two congregations, shared their experiences without and with co-curation of the Eucharist with children. An inductive methodology was used in a qualitative, constant comparative and thematic method of data analysis. The data found attentive presence to be a unifying concept important to spiritual flourishing. Children co-curating worship found that their involvement in the liturgical action deepened the spiritual experience of some adults.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":"25 1","pages":"30 - 50"},"PeriodicalIF":1.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2019.1711025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45720714","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 : 2020-01-01DOI: 10.1080/1364436X.2020.1832296
C. Lee
{"title":"Editorial: Children’s spirituality, life and religious education: Socio-cultural and religious traditions and perspectives","authors":"C. Lee","doi":"10.1080/1364436X.2020.1832296","DOIUrl":"https://doi.org/10.1080/1364436X.2020.1832296","url":null,"abstract":"","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":"25 1","pages":"83-90"},"PeriodicalIF":1.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436X.2020.1832296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60087403","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 : 2019-10-02DOI: 10.1080/1364436x.2019.1685949
Karen Bennetts, J. Bone
ABSTRACT This article explores Montessori’s concept of the Prepared Environment, which includes adult leadership, as an important contribution to the field of Children’s Spirituality. Montessori elevated the spiritual development of children to a central place in social life. She advocated preparation of the teacher as a community leader who works through the environment to guide a pedagogically-oriented process that underpins spiritual development. This model of leadership offers the child a reciprocal relationship with the Prepared Environment, which operates as the child’s true teacher. The preparation of the adult, as an element of the Prepared Environment, has a spiritual tone and is a key aspect of Montessori science and philosophy, designed to support the holistic development of the child as both a hope and a promise for human beings.
{"title":"Adult leadership and the development of Children’s Spirituality: exploring Montessori’s concept of the prepared environment","authors":"Karen Bennetts, J. Bone","doi":"10.1080/1364436x.2019.1685949","DOIUrl":"https://doi.org/10.1080/1364436x.2019.1685949","url":null,"abstract":"ABSTRACT This article explores Montessori’s concept of the Prepared Environment, which includes adult leadership, as an important contribution to the field of Children’s Spirituality. Montessori elevated the spiritual development of children to a central place in social life. She advocated preparation of the teacher as a community leader who works through the environment to guide a pedagogically-oriented process that underpins spiritual development. This model of leadership offers the child a reciprocal relationship with the Prepared Environment, which operates as the child’s true teacher. The preparation of the adult, as an element of the Prepared Environment, has a spiritual tone and is a key aspect of Montessori science and philosophy, designed to support the holistic development of the child as both a hope and a promise for human beings.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":"24 1","pages":"356 - 370"},"PeriodicalIF":1.3,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436x.2019.1685949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41469322","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 : 2019-10-02DOI: 10.1080/1364436x.2019.1685730
{"title":"International association for children’s spirituality 2020 international symposium children’s spirituality: keeping the conversation going 28-30 July – Liverpool Hope University (UK)","authors":"","doi":"10.1080/1364436x.2019.1685730","DOIUrl":"https://doi.org/10.1080/1364436x.2019.1685730","url":null,"abstract":"","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":"24 1","pages":"452 - 453"},"PeriodicalIF":1.3,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436x.2019.1685730","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49651774","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 : 2019-10-02DOI: 10.1080/1364436x.2019.1701784
Karen-Marie Yust, A. Gellel, R. Wills
{"title":"Editorial","authors":"Karen-Marie Yust, A. Gellel, R. Wills","doi":"10.1080/1364436x.2019.1701784","DOIUrl":"https://doi.org/10.1080/1364436x.2019.1701784","url":null,"abstract":"","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":"24 1","pages":"325 - 327"},"PeriodicalIF":1.3,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436x.2019.1701784","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44477481","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 : 2019-10-02DOI: 10.1080/1364436x.2019.1672626
L. Pomytkina, L. Moskalyova, Yuliia Podkopaieva, Sergiy Gurov, S. Podplota, Viktoriia Zlahodukh
ABSTRACT The present article investigates socio-psychological conditions for the formation of ideas about the spiritual ideal for children of primary school age. The criteria (value-positive attitude of the child to the ideals of Beauty and Good, identification with the ideal bearers, imitation of the behaviour of people and literary characters, understanding of children’s own ideas about the spiritual ideal), indicators and levels (high, average, low) for the formation of the idea of a spiritual ideal in children of elementary school age are established. The results based on age and gender specifics and levels of formation of ideas about the spiritual ideal of primary school children are obtained. The factors influencing formation of the spiritual ideal and socio-psychological conditions of its formation are revealed: the peculiarities of relationships with others (parents, teachers, friends, peers, acquaintances and strangers); influence of mass media (TV products, computer network, radio information, books, literary works, magazines, newspapers); artistic aesthetic influence (works of art and theatre, communication with nature, aesthetic priorities and preferences, artistic amateur activities).
{"title":"Empirical studies of socio-psychological conditions of formation of ideas about the spiritual ideal in primary school children","authors":"L. Pomytkina, L. Moskalyova, Yuliia Podkopaieva, Sergiy Gurov, S. Podplota, Viktoriia Zlahodukh","doi":"10.1080/1364436x.2019.1672626","DOIUrl":"https://doi.org/10.1080/1364436x.2019.1672626","url":null,"abstract":"ABSTRACT The present article investigates socio-psychological conditions for the formation of ideas about the spiritual ideal for children of primary school age. The criteria (value-positive attitude of the child to the ideals of Beauty and Good, identification with the ideal bearers, imitation of the behaviour of people and literary characters, understanding of children’s own ideas about the spiritual ideal), indicators and levels (high, average, low) for the formation of the idea of a spiritual ideal in children of elementary school age are established. The results based on age and gender specifics and levels of formation of ideas about the spiritual ideal of primary school children are obtained. The factors influencing formation of the spiritual ideal and socio-psychological conditions of its formation are revealed: the peculiarities of relationships with others (parents, teachers, friends, peers, acquaintances and strangers); influence of mass media (TV products, computer network, radio information, books, literary works, magazines, newspapers); artistic aesthetic influence (works of art and theatre, communication with nature, aesthetic priorities and preferences, artistic amateur activities).","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":"24 1","pages":"371 - 388"},"PeriodicalIF":1.3,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436x.2019.1672626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44093019","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 : 2019-10-02DOI: 10.1080/1364436x.2019.1701783
Jennifer Mata-McMahon
{"title":"Re-enchanting education and spiritual wellbeing: fostering belonging and meaning-making for global citizens","authors":"Jennifer Mata-McMahon","doi":"10.1080/1364436x.2019.1701783","DOIUrl":"https://doi.org/10.1080/1364436x.2019.1701783","url":null,"abstract":"","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":"24 1","pages":"448 - 450"},"PeriodicalIF":1.3,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436x.2019.1701783","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49098596","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 : 2019-10-02DOI: 10.1080/1364436x.2019.1672629
Kathy Frady
ABSTRACT Social-emotional learning skills are desirable for healthy child development just as literacy and mathematical skills are desirable for academic development. Because three-year-old children are expected to participate in socially acceptable behaviour in society, many faith-based early learning centres use a curriculum that provides social-emotional learning skills. ‘Frog Street’ is an early learning curriculum that focuses on five learning domains: physical development, cognitive development, language development, approaches to learning, and social-emotional development. The portion of the curriculum devoted to social-emotional is based on ‘Conscious Discipline’ which is a programme that develops social and emotional intelligence. While neither ‘Conscious Discipline’ nor ‘Frog Street’ was designed to promote Christian spiritual formation in young children, the social-emotional component of Frog Street, built from Conscious Discipline, can allow teachers in faith-based early learning centres, who choose to do so, to incorporate elements of Christian spiritual formation alongside the impartation of social-emotional skills.
{"title":"Spiritual Formation Parallels to Social-Emotional Learning Curriculum: A Contextual Analysis of ‘Frog Street Curriculum’","authors":"Kathy Frady","doi":"10.1080/1364436x.2019.1672629","DOIUrl":"https://doi.org/10.1080/1364436x.2019.1672629","url":null,"abstract":"ABSTRACT Social-emotional learning skills are desirable for healthy child development just as literacy and mathematical skills are desirable for academic development. Because three-year-old children are expected to participate in socially acceptable behaviour in society, many faith-based early learning centres use a curriculum that provides social-emotional learning skills. ‘Frog Street’ is an early learning curriculum that focuses on five learning domains: physical development, cognitive development, language development, approaches to learning, and social-emotional development. The portion of the curriculum devoted to social-emotional is based on ‘Conscious Discipline’ which is a programme that develops social and emotional intelligence. While neither ‘Conscious Discipline’ nor ‘Frog Street’ was designed to promote Christian spiritual formation in young children, the social-emotional component of Frog Street, built from Conscious Discipline, can allow teachers in faith-based early learning centres, who choose to do so, to incorporate elements of Christian spiritual formation alongside the impartation of social-emotional skills.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":"24 1","pages":"401 - 414"},"PeriodicalIF":1.3,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436x.2019.1672629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49472058","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 : 2019-10-02DOI: 10.1080/1364436x.2019.1675603
J. Bellous
ABSTRACT I define human spirituality as a sense of felt connection, which is central to a human capacity to survive and thrive. That is, the spiritual lies at the foundation of human experience, so that everyone is spiritual, and typically, people use religious language to express spiritual concerns. In this paper, I lay out an inclusive approach to spiritual education that gets beneath religious and spiritual tensions to focus on human need. In offering the approach, and perhaps an attitude to the humanity of our learners, this essay describes four spiritual styles. Each one relies on a specific currency. The four currencies are, namely, word, emotion, symbol and action. I unpack the styles to show how, taken together, they create a holistic and humane literacy curriculum that welcomes children and youth into classroom experiences despite their personal religious differences or, perhaps, the indifference they bring with them to class.
{"title":"An inclusive spiritual education","authors":"J. Bellous","doi":"10.1080/1364436x.2019.1675603","DOIUrl":"https://doi.org/10.1080/1364436x.2019.1675603","url":null,"abstract":"ABSTRACT I define human spirituality as a sense of felt connection, which is central to a human capacity to survive and thrive. That is, the spiritual lies at the foundation of human experience, so that everyone is spiritual, and typically, people use religious language to express spiritual concerns. In this paper, I lay out an inclusive approach to spiritual education that gets beneath religious and spiritual tensions to focus on human need. In offering the approach, and perhaps an attitude to the humanity of our learners, this essay describes four spiritual styles. Each one relies on a specific currency. The four currencies are, namely, word, emotion, symbol and action. I unpack the styles to show how, taken together, they create a holistic and humane literacy curriculum that welcomes children and youth into classroom experiences despite their personal religious differences or, perhaps, the indifference they bring with them to class.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":"24 1","pages":"389 - 400"},"PeriodicalIF":1.3,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436x.2019.1675603","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46138044","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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