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ERIC Number: EJ947104
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1364-436X
Spirituality, Learning and Personalisation: Exploring the Relationship between Spiritual Development and Learning to Learn in a Faith-Based Secondary School
Crick, Ruth Deakin; Jelfs, Helen
International Journal of Children's Spirituality, v16 n3 p197-217 2011
In this paper we explore the relationship between spirituality and learning how to learn in a faith-based secondary school. The development of a spiritually grounded pedagogy is a way of explicitly attending to spiritual development in teaching, learning and curriculum. The research described here comprises a personalised enquiry project in which students attend to four "stations" in a learning journey; these focus on their identity and story, foster learning dispositions and values, develop their knowledge, skills and understanding, and engage them with issues which are meaningful in their world. Three teacher researchers in a Church of England school implemented this pedagogy with two year-8 English classes and one year-9 French class. The findings from a pre- and post-intervention self-report "measure" of learning power are synthesised with student and teacher interviews to explore the contribution this pedagogical approach makes to students' spiritual development and learning. (Contains 5 figures and 7 tables.)
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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)