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This book addresses the issue of de-spiritualization in education
through an interdisciplinary lens. It draws on curriculum
scholarship of Dwayne Huebner, Martin Heidegger's interpretation of
Plato's allegory of the cave, Buddhism, theories and philosophies
of quantum physics, and philosophical hermeneutics, among others.
In doing so, the author identifies the relationship between
spiritual truth and education and probes the nature of
consciousness, self, and reality. On this basis, she works to
explore curriculum as an experience of consciousness transformation
vital to the essence and purpose of education and argues for reason
with faith and faith with reason as well as the imperative of
curriculum imbued with spiritual wisdom and lived experiences.
This book addresses the issue of de-spiritualization in education
through an interdisciplinary lens. It draws on curriculum
scholarship of Dwayne Huebner, Martin Heidegger's interpretation of
Plato's allegory of the cave, Buddhism, theories and philosophies
of quantum physics, and philosophical hermeneutics, among others.
In doing so, the author identifies the relationship between
spiritual truth and education and probes the nature of
consciousness, self, and reality. On this basis, she works to
explore curriculum as an experience of consciousness transformation
vital to the essence and purpose of education and argues for reason
with faith and faith with reason as well as the imperative of
curriculum imbued with spiritual wisdom and lived experiences.
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