Index
Aidan Gillespie
(Northumbria University, UK)
Spirituality in Education: Professional Accounts of the Impact of Spirituality on Education
ISBN: 978-1-83909-895-6, eISBN: 978-1-83909-894-9
Publication date: 4 February 2021
This content is currently only available as a PDF
Citation
Gillespie, A. (2021), "Index", Spirituality in Education: Professional Accounts of the Impact of Spirituality on Education, Emerald Publishing Limited, Leeds, pp. 77-80. https://doi.org/10.1108/978-1-83909-894-920211008
Publisher
:Emerald Publishing Limited
Copyright © 2021 Aidan Gillespie
INDEX
Index
Note: Page numbers followed by “n” indicate notes.
Academy schools
, 7
Adaptability
, 53
‘Agapic love’
, 48
Anglicanism
, 3
Articulation
, 1–3, 14, 22–23, 25, 45, 51, 62, 65
Attainment Target
, 9–10
Attendance
, 4, 6
Attitude
, 4, 8, 10, 16, 34–36, 63
Awareness Sensing
, 19, 25
Behaviour
, 2, 16, 51, 53
Belief
, 2, 7, 8–9, 18, 22, 24, 41, 59–60, 62, 66–68
Britain
, 1, 5
Britishness
, 3
Caring for others
, 56
Character
, 3, 5, 18, 53
Christian
, 3, 5, 11, 24, 45–46, 69
Christianity
, 25
Church
, 4, 6, 20, 21, 24, 26
Church attendance
, 4, 6
Collective view
, 3
Common sense approach
, 2
Communal
attribute
, 13
factors
, 26
identification
, 33
project
, 3
Community
, 11, 18, 33, 69
cohesion
, 6
Component
, 1, 3, 7, 10, 13, 16, 22–24, 26, 38, 40, 42, 45–46, 50, 68
Connectedness
, 17
Connection
, 11, 14–15, 17, 20, 27, 33, 38, 41, 47–48, 51, 56, 67, 69–70
Context
, 11
Corporate
, 2
Coverage
, 5, 7–8
Critical consciousness
, 33, 37
Critical theory
, 32
Cultural
, 1, 5
change
, 3–4
identity
, 5
of professionalism
, 58–62
Curricula
, 2–4, 7, 10, 62–63
Curriculum
, 5–8, 32, 39, 44, 46–49
Democratisation
, 54–55
Development
, 4, 8, 10, 13, 16, 39, 44, 53
Diverse
, 11
Diversification
, 4
Domestic
, 5, 30, 34
Dualist
, 18
Education
, 3, 22–23, 29–30
cultures of professionalism
, 58–62
education, religion and reform post-second world war–2020
, 4–8
future of spirituality in
, 57, 68–70
goal of
, 22
historical inheritance
, 3–4
new connections
, 66–68
pedagogical challenges and assumptions
, 8–10
possibilities for
, 62–66
spiritual inheritance
, 3
Education Reform Act (1944)
, 5
Education Reform Act (1988)
, 6
Educational approach
, 1–2
Educators
, 8, 18, 26
Elitism as expression of social action
, 35–37
Empire Windrush
, 5
England
, 3, 5, 7, 10, 58–59, 62–63, 69
English education system
, 68
‘English Teachers’ Standards
, 2
Environmental factors
, 26
Epiphanies
, 38
Epistemology
, 25
Existential
, 12, 16
Expression
, 2, 6, 13, 20, 36, 44, 65, 68–69
Faith
, 2, 4, 8, 21, 24, 59, 64, 68
Formal religion
, 1, 45, 64
Four-dimensional perspective of spirituality (4D perspective of spirituality)
, 12
Free schools
, 7
Fundamental British Values
, 22
Government
, 1, 4–5
Heritage
, 3–4, 11, 17, 41
Hierarchy
, 30, 36, 44, 48, 54
Humanistic
, 11, 16
Identity
, 25
Immigration
, 4
Individual
, 4
Individualistic
, 4
Inheritance
, 15, 20, 38, 55, 64
Institutional
, 4
Instruction
, 50
Interaction
, 2, 4, 12, 20, 25, 31, 49, 61
Interpretation
, 2, 4, 9, 21, 64
Intersectional studies
, 32
Intersectionality
, 27, 30
Judaeo-Christian
, 1, 4, 11, 25
Learners
, 33
Liquid modernity
, 64–65
Liquid Professionalism
, 65
Local authorities
, 5, 25
Logic
, 2
Mainstream
, 4, 39
Maintained schools
, 5–6, 8
Mathematics
, 25
Measurement
, 60
Memes
, 17
Mentoring, negation of hierarchy through
, 49–51
Modernism
, 64
Modernist
, 3–4, 64
Moral
, 3, 46
Multi-faith
, 5
Multicultural
, 62
Multiculturalism
, 62
Mystery Sensing
, 19, 21–22
Narratives
, 3, 4, 33, 38, 69
National Curriculum
, 6–8
National identity
, 3, 8
Negation of hierarchy through mentoring
, 49–51
Non-faith
, 2, 4, 6, 9, 13
Norms
, 1–3, 16, 41, 63
Ofsted Inspection Framework
, 6
Ontological
, 40–42
Orthodox
, 4
‘Other’
, 44–45, 51
Pedagogy enacted through spiritual lens
, 30–31
Performativity
, 60
Personhood
, 23
Perspective
, 3, 9, 15, 17, 60, 67–68
Phenomenon
, 11, 19, 59
Plurality
, 2
Politics
, 4
Post-modern
, 3–4
Practice
, 1–2, 25, 59, 65
Practise
, 2, 29
Private schools
, 7
Profession
, 13–14, 26, 59
Professional standards and anxieties
, 63
Professionalism
, 29
cultures of
, 58–62
Propinquity
, 37–38
Provision
, 5–8
Pupils
, 2, 9, 33, 38, 47, 49, 54, 69
Quantitative analysis
, 60
Reflection–action cycle
, 38
Reflective transformative pedagogy
, 54
Relational pedagogy as social action
, 37–40
Relationships
, 11, 14–15, 22, 44–46, 54–55
Religion
, 3
Religious and Spiritual Education
, 6
Religious Education (RE)
, 2–4, 7
Religious Instruction (RI)
, 3
Resilience
, 53, 61
Resonance
, 16, 19–20, 67
Roman Catholic
, 10
Sacred
, 18, 20–21
Sacredness
, 21
School
, 6, 8, 42, 59, 68
Second World War
, 3–4
Secular
, 3–4, 20, 29, 62
Secularisation theory
, 21
Secularism
, 62
Self-awareness, spirituality as aid to
, 52–54
Senior Management Team (SMT)
, 23
Social
, 26–27
Social action
challenging elitism as expression of
, 35–37
negotiating hierarchies as
, 31–35
relational pedagogy as
, 37–40
spirituality as ontological imperative
, 40–42
Social capital
, 5
Social Categorisation
, 26
Social Comparisons (SComs)
, 26
Social Identity (SI)
, 26
Social Identity Theory (SIT)
, 26
Social justice
, 35
Society
, 1–2, 4, 13, 64
Spiritual, Moral, Social and Cultural education (SMSC education)
, 2, 8
Spiritual lens, pedagogy enacted through
, 30–31
Spirituality
, 1–2, 16, 29, 43
as aid to self-awareness
, 52–54
challenging elitism as expression of social action
, 35–37
concepts, contexts and misunderstandings
, 10–14
through deep learning and curriculum
, 46–48
implications for teachers’ spirituality and education
, 55–56
as lens for appraising context
, 54–55
negotiating hierarchies as social action
, 31–35
as ontological imperative of social action
, 40–42
pedagogy enacted through spiritual lens
, 30–31
relational pedagogy as social action
, 37–40
relationships as central to understanding
, 44–46
Staff
, 2, 6, 19, 27, 49
Standards
, 13, 49, 52
Standing Advisory Councils for Religious Education (SACREs)
, 7
Subjectivity
, 9, 65
Sustainability studies
, 39
Syllabus
, 5, 7–8
Syncretism
, 63
Teachers’ professionalism
, 65–66
Teachers’ spirituality
, 15
as natural, beneficial impulse
, 16–27
Teachers’ Standards
, 58–59
Teaching
, 29
Theory
, 62
Three-dimensional way of understanding (3D way of understanding)
, 12
Tradition
, 64
Traditions
, 1–2, 8, 10, 67
Transformational spirituality
, 66
Two-dimensional concept of existence (2D concept of existence)
, 12
Uniformity
, 3–4
Value Sensing
, 20, 25
Values
, 52
Vocation
, 54–55
Workplace
, 2, 38
Worldview
, 63
Zeitgeist
, 1
- Prelims
- 1: Education’s Spiritual Inheritance. The Development of Education and the Role of Faith, Religion and Spirituality
- 2: Teachers’ Spirituality or Spiritualities?
- 3: Expressions of Spirituality: A Call to Social Action and Challenge
- 4: Spirituality beyond the Classroom. Relationships and the Development of the Individual
- 5: The Future of Spirituality in Education
- Bibliography
- Index