How do we develop the spiritual in our children’s learning?

My current focus is inter-spirituality – as the current challenge to interfaith and the means to peace and as ‘the changeless faith’. Earlier in my life the focus was Holistic Education. Of course the interesting question arises, “What does inter-spiritual living and knowing have to contribute to Holistic Education?”

The model developed, SunWALK, is a model of what it is to be human – Caring, Creative and Critical (Critical in the sense of being able to analyse and be reasoning and scientific) these three inner dimensions of the human spirit all being formed dialectically in the social context of Culture. In that context we find three corresponding forms namely Humanities, Arts and Sciences. See here – https://sunwalkmodelofholisticeducation.wordpress.com/

Laura Ellen Shulman wrote some very interesting advice to her students – here – http://www.nvcc.edu/home/lshulman/learning.htm

She ends the section by saying;
‘Learning comes from within, deep within. ………………….
A successful learning outcome is the generation of transformative knowledge. Transformative learning is that which creates a change (transformation) in the learner. As you work your way through any course, you should consider how you are growing and changing as a learner and as a person through your involvement in the course. Explore the material being studied not just from an academic standpoint but through the personal meaning you derive from it.’

To such analyses I want to know where and how we involve gnostic knowing (I understand there is an Arabic counterpart ‘irfan’. My model doesn’t present ‘spirituality’ as separate except for the black dot at the centre which represents the well-spring of the life-force that through each of us flows. All dimensions are potentially spiritual – and gateways to the spiritual, in several ways and levels. https://sunwalkmodelofholisticeducation.wordpress.com/

I don’t yet know what other faith traditions have to contribute on this topic of ‘inter-spiritual in Holistic Education’- although Abraham Joshua Heschel’s ‘Who is Man’ is a masterpiece, as is Eckhart Tolle’s three books.

I was interested to know that Baha’i teachings include a relevant range of principles and actions including these;

1 the use of workshops

2 meditation – ‘Through meditation doors of deeper knowledge and inspiration may be opened.’

3 ‘Abdu’l-Bahá talks about the value of speech and questioning.

‘Most ideas must be taught through speech, not by book-learning. One child must question the other concerning those things and the other child must give the answer. In this way – they will make great progress. For example, mathematics must also be taught in the form of questions and answers.’ (‘Abdu’l-Bahá, 1918)

These can all be found here – http://en.wikibooks.org/wiki/Bahai_Education/Pedagogy

Diagram-logo of the SunWALK model

HUMAN SPIRIT: What makes us human? (52 meditations)

TAGS: inter-spirituality, Holistic Education, Laura Ellen Shulman, transformative learning, meditation in learning, dialogic learning, dialectical learning, Baha’i pedagogy, Abdu’l-Baha,

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