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This book focuses on the question of how different contexts are relevant in the shaping and expression of individual spirituality spanning from early childhood to young adulthood. Past decades have witnessed a strong expansion of research on spirituality and spiritual education. This expansion has proved to have many advantages in understanding the experiences, values, identities and behaviours of individuals and communities. Such research has benefitted from different research disciplines and methods, from its openness toward different faith traditions and non-religious belief systems, and from the agility in adapting to diverse and evolving contexts. These aspects are essential in producing robust and timely international knowledge on children’s spirituality and their education. This volume is one such ambitious endeavour. The chapters describe issues related to religious and spiritual development in different contexts of growth, such as school and church, and spanning from early childhood to young adulthood in Finland, UK, Turkey and Malta. In addition, the authors utilise diverse methods in their studies. Furthermore, the studies are based on conceptions of spirituality ranging from holistic spirituality and religiosity to world view based definitions. Finally, the chapters represent foundational research on spirituality, applied research on spirituality and contextualised research on spirituality – a typology suitable for assessing future studies on spirituality. Issues in Spiritual Formation in Early Lifespan Contexts will be a key resource for academics, researchers, and advanced students of Religion, Religious Education, Education, Educational Research, Developmental Psychology, Research Methods, and Sociology. The chapters included in this book were originally published as a special issue of International Journal of Children's Spirituality.
This book offers multidisciplinary and inclusive perspectives on children and young people’s spirituality and its research in diverse socio-cultural contexts. It brings together a collection of select research articles that were published over a period of nearly two decades (2003-2021) in the International Journal of Children’s Spirituality (IJCS), to celebrate the journal’s 25th anniversary. Featuring contributions by leading international scholars from U.K., U.S., Canada, Finland, Australia, Hong Kong, and China, this edited volume focuses on different and complementary perspectives on children’s spirituality in diverse and changing contexts. Chapters cover topics such as: the study of children’s spirituality as a natural form of human awareness; a proposed pluricultural approach; the potential contributions of psychoanalytic tradition and cognitive psychology; possible influences of tradition(s), multidisciplinarity and perceptions on understanding children’s spiritual experiences; Christian perspectives on children’s spirituality in relation to living and dying in Quebec, Canada; Finnish pre‐adolescents’ perceptions of religion and spirituality; using technology, specifically tablets, as a component for understanding children’s spirituality; and cyber spirituality. This volume will be an invaluable resource for researchers and postgraduate students majoring in education studies, life, and moral and spiritual education and those majoring in psychology and religious studies.
This book offers various perspectives on children’s spirituality and its relation to life and values education from diverse socio-cultural and educational contexts. It brings together a collection of select research articles that were published over a period of two decades (1999–2020) in the International Journal of Children’s Spirituality (IJCS), to celebrate the journal’s 25th anniversary. Featuring contributions by leading international scholars from U.K., U.S.A., Canada, Hong Kong, China, and Australia, this volume offers a multidisciplinary snapshot of children’s spirituality and its relation to life and values education. It highlights the importance of socio-cultural and religious traditions, as well as perspectives on religious education and the spirituality of children shaped by religious, cultural and educational systems in specific societies and contexts. Chapters cover topics including the links between mirror neurons and human empathy and education; the relationship between spirituality and citizenship; the notion of inclusive spiritual education and the perspectives of spiritual education through the conceptual lens of transcendence, raised awareness and spiritualism; how outdoor play spaces can contribute to a child’s spiritual development through enriching activities; and approaches to help nurture students’ spiritual growth in their aspects of themselves (self), others, the environment, and with a Transcendent Other (transcendence). This volume will be a key resource for researchers and postgraduate students interested in understanding children’s spirituality and its implications for spiritual, life and values education.
An introduction to the increasingly popular topic of children's spirituality, showing how choices made in churches and homes can stimulate or stifle a child's spiritual development. Suitable for anyone who works with children.
This Handbook draws together leading social scientists in the world from multiple disciplines to articulate what is known and needs to be known about spiritual development in childhood and adolescence.
Increasingly, it is being recognized that spirituality, defined here as "a multiform search for a transcendent meaning of life that connects them to all living beings and brings them in touch with God or ‘Ultimate Reality,’" is an aspect of almost every sphere and aspect of social life. It appears in humanity’s dealings with nature, home and community, healing, economics and business, knowledge, and education. The Routledge International Handbook of Spirituality in Society and the Professions is a stimulating collection that summarizes the most important issues, frameworks, discussions, and problems relating to spiritually inspired activities in different fields of social life. The contributors explore how spirituality is a part of existence and present approaches and models for professionals working in diverse areas. Presented in seven parts, the book provides a full overview of current research and practice. Part II, "Facets of spirituality," explores topics including philosophy, psychology, theology, and culture. Part III, "Nature," looks at ecology, agriculture, cities, and tourism. Part IV, "Home and community," presents chapters on various life stages, disability, gender, and culture. Part V, "Healing," examines medicine, mental and physical health, and ill-health. In Part VI, "Economy, politics, and law," contributors discuss business, leadership and the workplace, peace, and policing. Part VII, "Knowledge and education," includes chapters on science, design, fashion, literature, and the arts. In the final part, "Way forward," the editors look to the future with a chapter on inter-spirituality and the renewal of social practices. Driven by contemporary research and new developments, this Handbook is an innovative and interdisciplinary collection that provides an essential overview of contemporary spirituality and society from an international selection of contributors. The Routledge International Handbook of Spirituality in Society and the Professions offers accessible, diverse, and engaging international research, and its scope will appeal to academics and students of a wide range of subjects, including aging and addiction, psychology, theology, religious studies, sociology, business studies, and philosophy. It will also be an important work for professionals in medical and social services, the clergy, education, business, the arts, religious communities, and politics, and members of organizations looking at the links between spirituality, religion, and society.
No one can deny our culture is opposed to Christian values, and the influences bombarding our children's moral development are difficult to contend with. But few parents and church leaders realize that a child's moral development is set by the age of nine. It is therefore critical to start developing a child's biblical worldview from the very earliest years of life. The problem is complex: parents who themselves did not receive early spiritual training leave their children's training to the church. Yet the church often focuses on older children. The answer is for churches to come alongside parents to provide them biblical worldview training, parenting information, and counseling that will equip them to help their children become the spiritually mature church of tomorrow. This helpful and hopeful book unpacks just how to develop this kind of dynamic church/parent relationship and includes profiles of churches that are effectively ministering to children and winning the war for their hearts and minds.
The Society of Children's Spirituality: Christian Perspectives launched in 2003 with its first conference held at Concordia University Chicago, in River Forest, Illinois. An earlier edition of this book, composed of chapters based on presentations from that conference, was published in 2004. In 2018 a decision was made to revise this book from the inaugural conference, updating some chapters and providing a new perspective on the ongoing work of the organization, now called the Children's Spirituality Summit. For example, given the advances in what we are learning from brain research, a chapter on this topic has been extensively updated. What this revised volume provides is a collection of chapters offering theological perspectives, social science research, and insights on ministry practice about the spiritual lives of children: how they relate to God, how this relationship grows, and what helps in promoting the spiritual formation and vitality of children in the home, church, and school This book offers twenty-three chapters by professors, graduate students, social science researchers, and ministry leaders from different denominational traditions addressing a wide range of issues in theory, research, and ministry practice with children. This second edition offers much to learn from, stimulate your thinking, and improve your practice.
More than a decade ago, Jerry Sittser prayed for the protection of his family, yet three of his loved ones--his daughter, his wife, and his mother--died in an automobile accident. What went wrong? "Why wasn't my prayer answered?" he asks. "It is no longer an abstract question to me. What should we do and how should we respond when our prayers--prayers that seem right and true and good--go unanswered?" In When God Doesn't Answer Your Prayer, Sittser continues exploring the issues he addressed in A Grace Disguised. He asks, "Why doesn't God answer our prayers? What, if anything, can we do about it?" Sittser is intensely committed to exploring the Christian faith, especially when it doesn't seem to "work." In this thoughtful and beautifully written book, he moves beyond easy answers and religious formulas to explore the goodness and greatness of a God who cannot be controlled but can be trusted. When God Doesn't Answer Your Prayer takes an honest and probing look at the problem of unanswered prayer. In doing so, it draws us ever deeper into a relationship with the God who is the end of all our prayers, the object of our faith, the one who fulfills our deepest longings.
Acknowledging and understanding spiritual formation is vital in contemporary education. This book explores the dynamic relationship between education and wellbeing. It examines the theory underpinning the practice of education in different societies where spirituality and care are believed to be at the heart of all educational experiences. The book recognizes that, regardless of the context or type of educational experience, education is a caring activity in which the development of the whole person - body, mind and spirit - is a central aim for teachers and educators in both formal and informal learning. The chapters in this handbook present and discuss topics that focus on spirituality as an integral part of human experience and, consequently, essential to educational programs which aim to address personal and communal identity, foster resilience, empathy and compassion, and promote meaning and connectedness.