How can children 'develop' spiritually and how do their teachers
know when 'development' has occurred? This volume traces the roots
and growth of school worship and spiritual development from
Victorian times and earlier through the 1960s and beyond in order
to see how we have reached the present situation. The subject is
examined in various contexts: its historical and cultural
background; politics and legislation; philosophy and values;
curriculum development. The book addresses the problem of how to
define spiritual development and the contentious issue of
compulsory school worship. It offers new insights and a thesis for
the way forward.
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