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The volume was developed to address conceptual, relational and
formational questions around the phenomena of creativity and
spirituality from a multidisciplinary perspective. We acknowledge
the complexity of each phenomenon, and the need for multiple
perspectives, in a number of ways. First, different chapters are
written from psychological, theological or philosophical
perspectives. Second, multiple research perspectives are considered
across empirical and phenomenological methods of inquiry. Finally,
multiple associations between creativity and spirituality are
evaluated. From such multiple perspectives the theme of this volume
emerges. Both creativity and spirituality are important for
individual and societal flourishing but we know little about
fostering both in the 21st century. Some ways of fostering them are
psychologically harmful and need to be avoided. New ways of
protecting people as they engage in creative and spiritual
endeavours are needed. In particular, formal training in both
creativity and spirituality within the sphere of higher education
should be developed in the light of current research. However, new
research that integrates multiple perspectives and examines
creativity and spirituality together is needed for training that
avoids harm and promotes individual and social flourishing. The
book will be valuable for educators in all disciplines of higher
education because it justifies and explicates training in
creativity and spirituality within all areas of higher education.
Further, it discusses how such training might best be included
within andragogical practice. The book will be useful for
researchers of creativity and spirituality because it gives an
overview of contemporary research issues and findings, and proposes
a new philosophical? theological perspective for integrative
research in these areas. Students in fields of creativity, theology
and spirituality will use the book as a synthesis of contemporary
theories and research relating to both creativity and spirituality
and for direction in post?graduate research. More broadly,
Christians and others who appreciate the creative and performing
arts will find much to challenge their thinking and deepen their
awareness of spirituality within human creativity.
The volume was developed to address conceptual, relational and
formational questions around the phenomena of creativity and
spirituality from a multidisciplinary perspective. We acknowledge
the complexity of each phenomenon, and the need for multiple
perspectives, in a number of ways. First, different chapters are
written from psychological, theological or philosophical
perspectives. Second, multiple research perspectives are considered
across empirical and phenomenological methods of inquiry. Finally,
multiple associations between creativity and spirituality are
evaluated. From such multiple perspectives the theme of this volume
emerges. Both creativity and spirituality are important for
individual and societal flourishing but we know little about
fostering both in the 21st century. Some ways of fostering them are
psychologically harmful and need to be avoided. New ways of
protecting people as they engage in creative and spiritual
endeavours are needed. In particular, formal training in both
creativity and spirituality within the sphere of higher education
should be developed in the light of current research. However, new
research that integrates multiple perspectives and examines
creativity and spirituality together is needed for training that
avoids harm and promotes individual and social flourishing. The
book will be valuable for educators in all disciplines of higher
education because it justifies and explicates training in
creativity and spirituality within all areas of higher education.
Further, it discusses how such training might best be included
within andragogical practice. The book will be useful for
researchers of creativity and spirituality because it gives an
overview of contemporary research issues and findings, and proposes
a new philosophical? theological perspective for integrative
research in these areas. Students in fields of creativity, theology
and spirituality will use the book as a synthesis of contemporary
theories and research relating to both creativity and spirituality
and for direction in post?graduate research. More broadly,
Christians and others who appreciate the creative and performing
arts will find much to challenge their thinking and deepen their
awareness of spirituality within human creativity.
This volume arose out of a deep concern to assist people in their
struggle to lead a flourishing life. Fractured, stressed,
relationally broken and spiritually empty people may instinctively
reach for the supposed panacea of happiness. But happiness is often
a transitory state. More stable and worthwhile than the pursuit of
happiness is leading a flourishing life. But what is flourishing?
Is spirituality necessary for human flourishing and, if so, in what
ways might spirituality provide a unique and important contribution
to flourishing? The volume provides complementary yet diverse
accounts of human flourishing. Each account argues that
spirituality in general, and Christian spirituality in particular,
are vital contributors to flourishing. The volume will be valuable
for those who are dissatisfied with popular hedonistic approaches
to flourishing. Such people are ready for a change in approach, but
often do not have a clear alternative in view. The Volume will
provide a clear alternative to popular culture's representation of
the flourishing person, which is largely vested in conspicuous
consumption. The book will also be valuable for those who have
considered alternatives to popular culture, but who lack an
informed basis on which to evaluate these alternatives. Finally,
the book will be valuable for those who are committed to Christian
spirituality but may not appreciate the rich resources which
Christian faith offers for human flourishing. Amongst the latter
group are included Christian leaders such as priests and pastors,
voluntary church workers and lay people who may or may not be
involved in formal religion but who long to flourish in their own
lives and to enable others to do the same.
This volume arose out of a deep concern to assist people in their
struggle to lead a flourishing life. Fractured, stressed,
relationally broken and spiritually empty people may instinctively
reach for the supposed panacea of happiness. But happiness is often
a transitory state. More stable and worthwhile than the pursuit of
happiness is leading a flourishing life. But what is flourishing?
Is spirituality necessary for human flourishing and, if so, in what
ways might spirituality provide a unique and important contribution
to flourishing? The volume provides complementary yet diverse
accounts of human flourishing. Each account argues that
spirituality in general, and Christian spirituality in particular,
are vital contributors to flourishing. The volume will be valuable
for those who are dissatisfied with popular hedonistic approaches
to flourishing. Such people are ready for a change in approach, but
often do not have a clear alternative in view. The Volume will
provide a clear alternative to popular culture's representation of
the flourishing person, which is largely vested in conspicuous
consumption. The book will also be valuable for those who have
considered alternatives to popular culture, but who lack an
informed basis on which to evaluate these alternatives. Finally,
the book will be valuable for those who are committed to Christian
spirituality but may not appreciate the rich resources which
Christian faith offers for human flourishing. Amongst the latter
group are included Christian leaders such as priests and pastors,
voluntary church workers and lay people who may or may not be
involved in formal religion but who long to flourish in their own
lives and to enable others to do the same.
A volume in International Advances in Education: Global Initiatives
for Equity and Social Justice Series Editors: Elinor L. Brown,
University of Kentucky, Rhonda Craven, University of Western
Sydney, and George McLean, Catholic Universities of America.
Religion and spirituality make critical contributions to an
inclusive vision for the welfare of minorities, the marginalized
and other disadvantaged groups in societies and cultures around the
globe. Religious movements and spiritual traditions work to improve
social outcomes for disenfranchised groups by enriching
educational, political, and social agendas, and by providing a wide
variety of justice-driven programs and services. Values
underpinning these services include the dignity of the human
person, the sanctity of human life, the foundational role of
families and communities, the transformative power of learning, and
the advancement of shared personal and social rights and
responsibilities. These values act as a counter-balance to other
attitudes and values that may impede pro-social cohesion and
development. Drawing on diverse religious and spiritual
perspectives and traditions, this new volume provides exciting and
enriching examples of theory, research and practice that directly
contribute to our understanding of how religion and spirituality
promote and facilitate social justice and equity in diverse social
and cultural contexts - with a particular focus on educational
settings, contexts, processes and outcomes. Religious communities
invest heavily in schools, colleges and universities in the belief
that these educational institutions enable them to inculcate into
their membership the kinds of moral values and qualities that lie
at the heart of their spiritual teachings. Looking beyond the
sacred-secular impasse, religious organisations attempt to provide
a "education for life" which draws from both the scientia of
science and the sapientia of religion and spirituality. These
depth-dimensions provide the pool of values which enable citizens
to enact equity, mercy and justice in society in the name of God
and for the sake of humanity. The chapters which comprise this
volume demonstrate the possibility of a healthy integration between
religion and education from a truly global, transdisciplinary and
ecumenical perspective. From contexts within Asia, Africa, the USA
and Australia, and from disciplines ranging from ethics to social
work, from health to educational curriculum, from personal identity
to community-consciousness; this volume makes a unique contribution
to the theory and practice of the educational and religious
inter-face. It is a contribution which holds a great deal of
promise for being pro-humanitas.
A volume in International Advances in Education: Global Initiatives
for Equity and Social Justice Series Editors: Elinor L. Brown,
University of Kentucky, Rhonda Craven, University of Western
Sydney, and George McLean, Catholic Universities of America.
Religion and spirituality make critical contributions to an
inclusive vision for the welfare of minorities, the marginalized
and other disadvantaged groups in societies and cultures around the
globe. Religious movements and spiritual traditions work to improve
social outcomes for disenfranchised groups by enriching
educational, political, and social agendas, and by providing a wide
variety of justice-driven programs and services. Values
underpinning these services include the dignity of the human
person, the sanctity of human life, the foundational role of
families and communities, the transformative power of learning, and
the advancement of shared personal and social rights and
responsibilities. These values act as a counter-balance to other
attitudes and values that may impede pro-social cohesion and
development. Drawing on diverse religious and spiritual
perspectives and traditions, this new volume provides exciting and
enriching examples of theory, research and practice that directly
contribute to our understanding of how religion and spirituality
promote and facilitate social justice and equity in diverse social
and cultural contexts - with a particular focus on educational
settings, contexts, processes and outcomes. Religious communities
invest heavily in schools, colleges and universities in the belief
that these educational institutions enable them to inculcate into
their membership the kinds of moral values and qualities that lie
at the heart of their spiritual teachings. Looking beyond the
sacred-secular impasse, religious organisations attempt to provide
a "education for life" which draws from both the scientia of
science and the sapientia of religion and spirituality. These
depth-dimensions provide the pool of values which enable citizens
to enact equity, mercy and justice in society in the name of God
and for the sake of humanity. The chapters which comprise this
volume demonstrate the possibility of a healthy integration between
religion and education from a truly global, transdisciplinary and
ecumenical perspective. From contexts within Asia, Africa, the USA
and Australia, and from disciplines ranging from ethics to social
work, from health to educational curriculum, from personal identity
to community-consciousness; this volume makes a unique contribution
to the theory and practice of the educational and religious
inter-face. It is a contribution which holds a great deal of
promise for being pro-humanitas.
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Standards in Education (Hardcover, New)
Dennis M. McInerney, Shawn Van Etten, Martin Dowson; Series edited by Dennis M. McInerney, Shawn Van Etten
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R2,886
Discovery Miles 28 860
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Ships in 10 - 15 working days
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Education institutions and organizations throughout the world are
currently being held accountable for achieving and maintaining
historically unmatched standards of academic quality and
performance. Accreditation bodies; policy makers; boards of
trustees; and teacher, parent, and student groups all place
educational institutions and organizations under unprecedented
accountability pressures. The aim of this volume is to explore and
better understand how these pressures are impacting a broad range
of social and cultural issues and, subsequently, how these issues
impact student motivation and learning.
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Standards in Education (Paperback, New)
Dennis M. McInerney, Shawn Van Etten, Martin Dowson; Series edited by Dennis M. McInerney, Shawn Van Etten
|
R1,664
Discovery Miles 16 640
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Ships in 10 - 15 working days
|
Education institutions and organizations throughout the world are
currently being held accountable for achieving and maintaining
historically unmatched standards of academic quality and
performance. Accreditation bodies; policy makers; boards of
trustees; and teacher, parent, and student groups all place
educational institutions and organizations under unprecedented
accountability pressures. The aim of this volume is to explore and
better understand how these pressures are impacting a broad range
of social and cultural issues and, subsequently, how these issues
impact student motivation and learning.
Students arrive in our classrooms with complex sociocultural
histories that include family, cultural, physical, social,
emotional, and prior learning experiences. In order to be
effective, schools must directly address these complex histories in
meaningful, relevant and creative ways. The aim of this volume is
to examine research on effective schooling from a sociocultural
perspective - with a focus on developing the capacities of diverse
students in diverse educational contexts. The chapters in this
volume cover a wide range of important topics as listed below
Students arrive in our classrooms with complex sociocultural
histories that include family, cultural, physical, social,
emotional, and prior learning experiences. In order to be
effective, schools must directly address these complex histories in
meaningful, relevant and creative ways. The aim of this volume is
to examine research on effective schooling from a sociocultural
perspective - with a focus on developing the capacities of diverse
students in diverse educational contexts. The chapters in this
volume cover a wide range of important topics as listed below.
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