- Title
- Spiritual consciousness in the context of educative pedagogy
- Creator
- Laura, Ronald; Clarke, Charmaine
- Relation
- 2008 Biennial Conference in Philiosophy Religion and Culture. Proceedings of the 2008 Biennial Conference in Philosophy Religion and Culture (Strathfield, NSW 05-07 October, 2012) p. 190-195
- Publisher
- Body and Soul Dynamics
- Resource Type
- conference paper
- Date
- 2012
- Description
- Our aim in this paper is to argue that western education and the dominant pedagogies constructed to express it are in a state of crisis. A considerable literature has accumulated to address various aspects of this crisis, with an aim to improving the curriculum to make it more educationally efficacious as a way of ameliorating the impoverished standards of literacy and numeracy in the Western world, and especially in Australia. Although such initiatives should certainly be applauded, the practical curriculum reforms being professed represent, we shall argue, only a facet of a deeper problem. When all is said, there is an important distinction between educating the ‘head’ or intellect, as it is more commonly put, on the one hand, and educating the ‘soul’ or nurturing the ‘compassionate heart’, as we shall put it on the other. Traditional pedagogies of learning are predominantly concerned with the transmission of knowledge, while what we calling the ‘education of the soul’ is concerned to cultivate ‘connective understanding’ and enhanced spiritual consciousness. Thus to know is not the same thing as to understand, and we shall argue that a precondition of the love of learning is having a connective understanding of what we know.
- Subject
- western education; dominant pedagogies; spiritual consciousness; stimuli
- Identifier
- http://hdl.handle.net/1959.13/1316979
- Identifier
- uon:23295
- Identifier
- ISBN:9780646589183
- Language
- eng
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