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ERIC Number: EJ968570
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1364-436X
Using a "Spiritual Listening Tool" to Investigate How Children Describe Spiritual and Philosophical Meaning in Their Lives
Lipscomb, Anna; Gersch, Irvine
International Journal of Children's Spirituality, v17 n1 p5-23 2012
Developing meaningful ways of listening to children's views has been reinforced through legislation and this has led to new approaches, such as "spiritual listening", being developed. "Spiritual listening" aims to listen to children's views on philosophical concepts such as "drive," "destiny," "happiness" and "purpose". The authors believe that this can support children to explore how they construct meaning in their lives and to explore connections between aspects of their behaviour or experience and their underlying belief structures. This article outlines research that formed part of a project aiming to extend the original spiritual listening research. One of the central aims was to "explore" children's responses to spiritual listening questions and to consider how this information develops our understanding of children's spiritual and philosophical beliefs. The research methods consisted of conducting semi-structured interviews, using the spiritual listening questions, with 20 participants (aged 10-11 years). The researchers used grounded theory to analyse children's responses and explore patterns within the data. The authors found that the children responded in interesting, varied and multifarious ways, which led to further conclusions about how this approach could be used in the future. (Contains 1 figure and 2 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:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)