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Reprint of the original, first published in 1882.
Excerpt from The Benevolent Spirit and the Higher Education: An Address Before the Educational Association of Virginia, at Norfolk, July 8, 1881 That grand educator, John Milton, began his famous Tractate on Education with these words: I am long since persuaded that to say and do aught worth memory and imitation, no purpose or respect should sooner move us than simply the love of God and Of mankind. And Shaftesbury has beautifully defined the benevolent spirit: To love the public; to study universal good, and to promote the interest of the whole world, as far as lies within our power, is the height of goodness, and makes that temper which we call divine. Love of family and friends may render a man, in a narrow circle, generous; pity for human suffering, charitable; attachment to his locality, public-spirited; and devotion to his country, patriotic; but a truly benevolent spirit will lift him above the narrow sphere of family, locality, state, section, and nation, and fill him with universal good-will and an active desire for the happiness and prosperity of the whole human family, of every nation, creed, race, color, or condition. A benevolent man cannot be indifferent to the welfare of nations, however distant, or to the happiness of individuals, however far removed above him by reason of birth, education, social position, or official station, or below him by ignorance, poverty, misfortune, vice, or even crime. While life lasts and the possibility of doing good remains, so long will benevolence feel interested in promoting the happiness of all - even of the unworthy. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Cultivating the Spirit THIS GROUNDBREAKING WORK IS BASED on a five-year study of how students change during the college years and the role college plays in facilitating the development of their spiritual qualities. Students, the authors argue, grapple with the big questions in life: Who am I? What are my values? Do I have a mission in life? Why am I in college? What kind of person do I want to be? What sort of world do I want to help to create? Their answers to these questions help determine their academic and career choices and are tied to the development of personal qualities such as empathy, caring, and social responsibility. The study finds that, while students' religious engagement declines during college, at the same time they become substantially more caring, tolerant, connected with others, and actively egaged in a spiritual quest. Spiritual growth also enhances academic performance, leadership development, and satisfaction with college. The study provides strong evidence pointing to specific experiences during college that can contribute to students' spiritual growth. The need for spiritual development in college is apparent. Two-thirds of the students in the study express a strong interest in spiritual matters, well over half report that their professors never encourage discussions of religious or spiritual matters, and about the same proportion report that professors never provide opportunities to discuss the purpose and meaning of life. Cultivating the Spirit aims to raise the awareness of academic administrators, faculty, and the public at large to the vital role that spirituality plays in student learning and development. Throughout the book, the authors identify strategies for enhancing students' development and encourage the academy to give greater priority to the spiritual aspects of students' educational and personal development.
“An insightful, scholarly resource for dialogue about the symbiotic relationship between the life of the mind and the life of the heart of faculty, and what faculty can do to provide students an education that focuses on meaning and purpose.” —Larry A. Braskamp, professor emeritus, Loyola University Chicago “Among the strengths of this book are Lindholm’s solid research design and data analysis, deft integration of quantitative and qualitative data in presentation of findings and interpretation, and clear writing. Dr. Lindholm makes an important contribution both to higher education literature on faculty, and to religious studies literature, on this dimension of religion and spirituality in colleges and universities.” —Michael D. Waggoner, professor, University of Northern Iowa; editor, Religion & Education “No one understands more thoroughly the roles that spirituality and religion play in higher education today than Jennifer Lindholm, who has spent more than a decade documenting their impact. The Quest for Meaning and Wholeness adds greatly to her earlier findings of how college can enhance the spiritual lives of students.” —Gary Luhr, executive director, Association of Presbyterian Colleges and Universities “Based on both quantitative and qualitative data, Lindholm’s thoughtful, well-written book opens new ground, addressing a largely ignored topic in the research on faculty lives and work—spirituality, religion, and meaning in academic life. Institutional leaders, faculty members, and students will benefit from the fresh perspectives, careful definitions, issues, and questions discussed in this book.” —Ann E. Austin, professor of higher, adult, and lifelong education, Michigan State University; coauthor of Rethinking Faculty Work: Higher Education’s Strategic Imperative “At last, a book for faculty about faculty on an important, but long-neglected, topic. Jennifer Lindholm provides a cogent, readable analysis of how faculty view spirituality and religion not only in their own lives, but also their role in higher education.” —Peter C. Hill, Rosemead School of Psychology, Biola University
Spirituality in College Students' Lives draws on data from a large-scale national survey examining the spiritual development of undergraduates and how colleges and universities can be more effective in facilitating students' spiritual growth. In this book, contributors from the fields of education, psychology, sociology, social work, and religion present research-based studies that explore the importance of students' spirituality and the impact of the college experience on their spiritual development. Offering a wide range of theoretical perspectives and worldviews, this volume also includes reflections from distinguished researchers and practitioners which highlight implications for practice. This original edited collection explores: Emerging theoretical frames and analytical approaches; differences in spiritual expressions and experiences among sub-populations; the impact of campus contexts; and how college experiences shape spiritual outcomes. Spirituality in College Students' Lives is an important resource for higher education and student affairs faculty, administrators, and practitioners interested in nurturing the inner lives of college students.
Many colleges with historical church ties experience significant tension between the desire to compete in the secularized world of higher education and the desire to remain connected to their religious commitments and communities. In this history of one such school, Roanoke College, Robert Benne not only explores the school's 175-year tradition of educational excellence but also lays bare its complicated and ongoing relationship with its religious heritage. Benne examines the vision of ten of Roanoke's presidents and how those visions played out in college life. As he tells the college's story, Benne points to specific strengths and weaknesses of Roanoke's strategies for keeping the soul in higher education and elaborates what other Christian colleges can learn from Roanoke's long quest.
Reprint of the original, first published in 1876.