Abstract

Spiritual education concerns the quality of our thinking about ourselves, our relationships, our sense of worth and identity, and our sense of well-being. All curriculum subjects can contribute to this search for meaning. Religious education and the act of worship can contribute but are in practice very problematic if dogma inhibits open reflection. No one tradition of spirituality should be promoted since spirituality is a process. The world faiths provide starting points, but life provides more. The human spirit may be finite or eternal; but we are concerned with the here and now and education should promote open qualitative questioning. * First published in 2003 in Prospero: A Journal of New Thinking for Education vol 9, no 1, pp.12-18. This version has been revised.