Spiritual literacy: non-religious reconceptualisation for education in a secular environment
This article aims to facilitate the transition from a religious definition of spiritual literacy to a non-religious, secular one. Philosophical anthropology emphasises the spiritual dimension as an anthropological constant. However, research in various fields frequently considers its intersection wi...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
2023
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| In: |
International journal of children's spirituality
Year: 2023, Volume: 28, Issue: 2, Pages: 61-75 |
| RelBib Classification: | AA Study of religion AG Religious life; material religion AH Religious education |
| Further subjects: | B
Spirituality
B Public Schools B Holism B Hierophany B philosophy of education |
| Online Access: |
Volltext (kostenfrei) |
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| 520 | |a This article aims to facilitate the transition from a religious definition of spiritual literacy to a non-religious, secular one. Philosophical anthropology emphasises the spiritual dimension as an anthropological constant. However, research in various fields frequently considers its intersection with religiousness. Non-religious spirituality cultivates experiences of transcendence but does not enter into the processes of hierophany (the sacred, the holy). The term ‘spiritual literacy’, which emphasises that the given mode of human experience is not constant but can be intentionally cultivated, proves optimal for education even in secular environment of public schools. A spiritually literate (cultivated) personality is an individual who reflects and cultivates skills of self-reflection, who can act in relation to other people in a mode characterised by prosocial orientation and altruism, who can experience environmental sensitivity and kinship with nature, and who is capable of astonishment and amazement at experiencing transcendence in relation to the wholeness. | ||
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