NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ895015
Record Type: Journal
Publication Date: 2008
Pages: 21
Abstractor: As Provided
Reference Count: 124
ISSN: ISSN-1043-7797
Postmodernism and Spirituality: Some Pedagogical Implications for Teaching Content on Spirituality
Hodge, David R.; Derezotes, David S.
Journal of Social Work Education, v44 n1 p103-123 Win 2008
The integration of spirituality content into curricula has accelerated dramatically during the past decade. Despite this trend, little discussion has appeared in the literature about the instructional methods best suited to teach spirituality. Adopting a new approach referred to as "pedagogical pluralism," the authors suggest that some aspects of spirituality content are best taught using pedagogical strategies drawn from modernism, whereas other aspects are most congruent with postmodern strategies. Indeed, the authors propose that the epistemological assumptions that inform postmodernism and common understandings of spirituality are highly congruent. Consequently, significant components of spirituality content may be best taught using nontraditional postmodern pedagogical strategies that may strike some readers as controversial, or even radical. (Contains 1 figure.)
Council on Social Work Education. 1725 Duke Street Suite 500, Alexandria, VA 22314. Tel: 703-683-8080; Fax: 703-683-8099; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A