V2S 7M8, Contact If you’re a student entering a new academic year you may be excited for the opportunity of new beginnings, a chance for new friendships and learning new things. For many, the term spirituality is a reference to the sense of interconnectedness with all life or to a universal power or presence. Nourishment of this spark in the classroom allows it to flourish in The influence of the teachers’ own spirituality on how they respond to children’s spiritual expressions, the spiritual potential of all areas of the curriculum, the teacher–child relationship and the spiritual climate of the classroom were important issues which will be dealt with in this chapter. My experience teaching high school remedial math clearly proved our though can definitely effect others. The basic idea of the learning domain as pioneered by Bloom is that the learner builds from a foundation of knowledge or skills to higher order processes. I wanted them to know how serious the social work mandate was to ofTer services to all clients. In examining the links between Indigenous spirituality and the Western classroom, this chap- ter seeks to explore the connection between community and classroom and how both are vital sites of knowledge production which cannot work or exist apart from each other. The samples are meant to bring out the intent of each step in the progression of spiritual growth and maturation, but are not not meant to be definitive or to exclude other possibilities. While Hart (2003) described trying to define spirituality like “trying to hold water in our hands” (p. 8), some scholars such as Claxton (2002) have boldly listed spiritual qualities that can be taught to students, including aliveness, belonging, an affinity with the unknown, and peace of mind. But, according to many scholars and educators, teaching religion and teaching spirituality are not the same. For most of her life as a teacher/professor, the classroom has not been a hospitable place for the expression of spirituality. In the affective (emotion) domain, the one most closely related to spiritual perhaps, the progression goes from receiving stimuli, to responding to the stimuli, to valuing the experience, to internalizing the values and beliefs and behaving in a way that expresses that belief and value system. It is in the curricular content students engage in, it is brought into the classroom through current events, and it is represented among the diverse student body. Spirituality In (and Out of) the Classroom By Andy Otto September 4, 2012 If you’re a student entering a new academic year you may be excited for the opportunity of new beginnings, a chance for new friendships and learning new things. We feel that it is very important for cadets to begin and end the day focused on God. Does Spirituality Have a Place in the Classroom? In the affective (emotion) domain, the one most closely related to spiritual perhaps, the progression goes from receiving stimuli, to responding to the stimuli, to valuing the experience, to internalizing the values and beliefs and behaving in a way that expresses that belief and value system. Robin Malik. New York: David McKay. 10 Encouraging spiritual discussions in the classroom. Spirituality In (and Out) of the Classroom 289 Acceptance I do not think that it is an accident that in Judaism the most mystical and spiritual of its traditions is described as the Kabbalah, a word that is derived from the Hebrew word to receive or to accept. a tool, one must be comfortable with issues past and present in one’s own spirituality. Spirituality In (and Out) of the Classroom: A Pragmatic Approach. Have you ever wondered if keeping your thought attuned to spiritual thinking affected those around you? According to the University of Maryland Medical Center, spiritual practices often improve coping skills and level of optimism and reduce anxiety. Spirituality in Music Education: Respecting and Elevating Students with Music by Tamara R. Freeman Mason Gross School of the Arts Rutgers, the State University of New Jersey Spiritual Music Education promotes deep, meaningful connections between teachers, students, and their music making. Dr. Marcella LaFever (University of New Mexico, 2005) is an Associate Professor in the Communications Department at the University of the Fraser Valley. Live the Mystery: A Regnum Christi Identity Workshop brings together the presentations and materials of the Regnum Christi Formator's Convention of September 2020 so that Regnum Christi members can ponder how the mystery of Christ made present through the RC charism transforms their lives and continues Christ's mission through them. In reflecting on my early days of teaching practice, I admit, with some discomfort as a social work educator, that I ignored the meant to assist curriculum designers to develop course outcome statements that honour learning needs across the physical, emotional, mental and spiritual and to support the efforts to Indigenize the Academy; making post-secondary education more culturally inclusive. Spirituality is an essential, rather than superfluous, part of each person’s being, yet in the university we often treat spirituality as something not integral but secondary, which can be set aside or should be covered when we enter classrooms, the domain of the intellectual. Have you ever wondered if keeping your thought attuned to spiritual thinking affected those around you? Having recognised that there is something important about spir itual development in school a She received her BA Adult Education degree at University of the Fraser Valley, BC in 2010. Spirituality in the Classroom. 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