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An Approach to Spiritual Development in Schools

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An Approach to Spiritual Development in Schools Tatiana Wilson tatiana.wilson_at_exeter.anglican.org www.exeterccyp.org A whole with 2 parts! Spiritual Development: What ... – PowerPoint PPT presentation

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Title: An Approach to Spiritual Development in Schools


1
An Approach to Spiritual Development in Schools
  • Tatiana Wilson
  • tatiana.wilson_at_exeter.anglican.orgwww.exeterccyp
    .org

2
A whole with 2 parts!
  • Spiritual Development
  • What is it? http//www.exeterccyp.org/schools/spi
    ritual-development/
  • How can we do it?
  • Core values
  • http//www.christianvalues4schools.co.uk/

3
All schools will have a spiritual tradition,
whether they identify it or not.
  • Their value system will underpin their
    understanding of what they mean by spiritual
    development, and will inevitably be linked to the
    moral, social and cultural traditions also in the
    school.
  • The values will also affect the moral dimensions
    by shaping the things that are promoted and
    nurtured through the school culture.
  • The value system which characterises the school
    will have everything to do with the beliefs,
    values, aims, purposes, goals, policies and
    practices that are part of the school's ethos.

4
A view
  • "Spirituality was generally viewed as enriching
    individuals in their understanding of and ability
    to relate to, others and of society as a whole".
  • Education for Adult Life (SCAA 1996)

5
An assumption
  • Many people assume that spirituality is to do
    with Collective Worship, Religious Education or
    PSHE and therefore it tends to be put into those
    boxes. However, the truth of the matter is that
    it should influence all areas of education and
    life.

6
Ofsted
  • The Office for Standards in Education (OFSTED)
    in their discussion paper point out that
    "spiritual" is not synonymous with "religious".
    All areas of the curriculum may contribute to
    pupils' spiritual development.
  • Spiritual development relates to fundamental
    questions about the meaning and purpose of life
    which affect everyone, and is not dependant on a
    religious affiliation.

7
  • "The term spiritual and moral development needs
    to be seen as applying something fundamental in
    the human condition which is not necessarily
    experienced through the physical senses and /or
    expressed through everyday language. It has to do
    with relationships to other people and for
    believers, with God. It has to do with the
    universal search for individual identity - with
    our responses to challenging experiences, such as
    death, suffering, beauty and encounters with good
    and evil. It is to do with the search for meaning
    and purpose in life and for values by which to
    live."
  • SCAA discussion paper

8
  • Spirituality is about our relationships with
    ourselves, our family, friends, those around us,
    to God and to all of creation.
  • Prof. Ursula King

9
Characteristics of a spiritually developing
person.
Joyful
Reflective
Generous
Realistic
Gentle
Loving
Risk-taking
Responsible
Generous
Courageous
Forgiving
Alert
Committed to struggle
Challenging
Receptive
Realistic
Compassionate
Energetic
Aware of Mystery
Creative
Trusting
Accepting
Questing
Thankful
Holistic
Truthful
Visionary
Hopeful
Reverent
Curious Peaceful
10
What do we mean by development in spiritual
development?
  • Plant - develops new shoots and grows in some
    measurable way
  • Debate - orator expands on a point
  • or perhaps more usefully
  • Photography - an photographic image is realised
    or made visible on a piece of paper

11
Spirituality is an innate human capacity
  • Spiritual development is not about becoming, more
    spiritual (in a measurable or expansive sense)
  • It is about realising or becoming more and more
    aware of ones natural, innate spirituality.

12
Schools can provide children with openings for
spiritual development in three vital ways
WMD
13
WINDOWS
  • giving children opportunities to become aware of
    the world in new ways to wonder about life's
    'WOWs' (things that are amazing) and 'OWs'
    (things that bring us up short). In this children
    are learning about life in all its fullness.

14
MIRRORS
  • giving children opportunities to reflect on their
    experiences to meditate on life's big questions
    and to consider some possible answers. In this
    they are learning from life by exploring their
    own insights and perspectives and those of
    others.

15
DOORS
  • giving children opportunities to respond to all
    of this to do something creative as a means of
    expressing, applying and further developing their
    thoughts and convictions. In this they are
    learning to live by putting into action what they
    are coming to believe and value.

16
  • It therefore makes sense that a Church Schools
    curriculum has strands permeating it like in a
    stick of rock of
  • Christian Values and
  • Opportunities for Spiritual development

17
Schools considering nurturing peoples spiritual
development should consider how it is
  • Embedded
  • Evidenced
  • Evaluated

18
  • Recommended further reading
  • Opening Windows Spiritual development in the
    Primary School through Religious Observance and
    the Wider Curriculum Compiled and Edited by
    Alison Farnell
  • Stapleford Centre ISBN 978-1-902234-60-1
  • Making Sense of Spiritual Development in
    Religious Observance and the Wider Curriculum by
    David Smith and Alison Farnell
  • Stapleford Centre ISBN 978-1-90223447-2
  • http//www.stapleford-centre.org/bookshop
  • SMSC website with advice across the curriculum
  • http//www.smsc.org.uk/users/teachers.htm
  • Stilling and Meditation
  • http//www.farmington.ac.uk/documents/new_reports/
    PS50.pdf
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