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Towards a distinctive conception of spiritual education. Spiritual development in childhood and adolescence: Toward a field of inquiry. Reclaiming Children and Youth, 5, 206–209.īenson, P. Tan (Ed.), Philosophical reflections for educators (pp. Critical humanism in Islamic educational philosophy. Science and spirituality: Traditional interpretation in liberal education. Malden, MA: Blackwell Publishing.Īlexander, H. Standish (Eds.), The Blackwell guide to the philosophy of education (pp. New Haven, CT: Yale University Press.Īlexander, H., & McLaughlin, T. This process is experimental and the keywords may be updated as the learning algorithm improves.Īckerman, A. These keywords were added by machine and not by the authors. Given that adolescents are at the crossroads of life and face many issues and challenges that are unique, uncertain and value-conflict, they need to critically reflect on practical interests and examine broad issues on religiously tethered and untethered spirituality in their lives. This chapter proposes that reflection is effective in promoting spiritual development in adolescents so that they can derive personal destiny and direction develop their personal identity and ethical worldview and build relationships with others. The former is linked to or housed within the tradition of a religious faith, while the latter is concerned with beliefs and practices that are disconnected from religions. This chapter distinguishes between religiously “tethered” and “untethered” conceptions of spirituality. Adolescence is a period characterised by a personal quest for purpose, meaning and relationships.
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