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ERIC Number: EJ1110077
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0264-3944
EISSN: N/A
Martin Buber, "Hasidism," and Jewish Spirituality: The Implications for Education and for Pastoral Care
Guilherme, Alex; Morgan, W. John
Pastoral Care in Education, v34 n3 p133-143 2016
There is a legal requirement that schools engage with the spiritual aspects of education, which encompasses pastoral care. This reflects the ethical sensibility that is present in individuals and underlies interactions with Others; and which should be part of the ethos of all educational institutions and especially schools. This is because spirituality is important to leading a moral life and to understanding the Other. The article considers specifically the potential of Jewish spirituality, and uses Martin Buber's thought, to gain a better understanding of its contribution to education and to pastoral care. In the first part, we comment on the "basic words", "I-Thou" and "I-It," which are connected with "Hasidism," the Jewish spiritual movement which had a great influence on Martin Buber. "Hasidism" understands that it is our duty to find and connect with the "divine sparks," as genuine relations merge with the Divine, and when humans relate genuinely to one another, they relate to God. This is crucial for understanding the superiority of "I-Thou relations" over "I-It relations." In the second and third parts of the article, we consider the implications of this understanding of Jewish spirituality for education and for pastoral care. This is done through highlighting the importance of "I-Thou relations" if the spiritual aspects of education and of pastoral care are to be encouraged and fulfilled.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A