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This book collects multiple disciplinary voices which explore current research and perspectives to discuss how spirituality is understood, interpreted and applied in a range of contexts. It addresses spirituality in combination with such topics as Christian mysticism, childhood and adolescent education, midwifery, and sustainability. It links spirituality to a variety of disciplines, including cognitive neuroscience, sociology, and psychology. Finally, it discusses the application of spirituality within the context of social work, teaching, health care, and occupational therapy. A final chapter provides an analytical discussion of the different voices that appear in the book and offers a holistic description of spirituality which has the potential to bring some unity to the meaning, expression and practice of spirituality across a variety of disciplines as well as across cultural, religious and secular worldviews. "A strength of the book is that each chapter is characterized by a fearless confronting of oppositional perspectives and use of the latest research in addressing them. The book takes the difficult topic of spirituality into almost every nook and cranny of personal and professional life. There is a persistent grasping of the contentiousness of the topic, together with addressing counter positions and utilizing updated research across a range of fields in doing this. The opening and closing chapters serve as book ends that keep the whole volume together." Terence Lovat, The University of Newcastle, Australia "The interdisciplinary nature of the work is by far the strongest aspect of this volume. It has the potential to contribute to a dialogue between different professions and disciplines. This prospective publication promises to promote a more holistic approach to the study of spirituality. This volume takes into consideration a wide variety of issues. The way the editors have structured the sequence of chapters contributes to facilitate any possible dialogue between the different areas." Adrian-Mario Gellel, University of Malta, Malta.

Education. --- Art --- Child development. --- Child study --- Children --- Development, Child --- Developmental biology --- Developmental psychobiology --- Child rearing --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Art education --- Education, Art --- Art schools --- Study and teaching. --- Development --- Education --- Analysis, interpretation, appreciation --- Religion and education. --- Early childhood education. --- Religion and Education. --- Early Childhood Education. --- Educational Philosophy. --- Child Well-being. --- Creativity and Arts Education. --- Philosophy. --- 248 <08> --- 248 <08> Spiritualite. Ascese. Mystique. Theologie ascetique et mystique. Devotion--Verzamelwerken. Reeksen --- 248 <08> Spiritualiteit. Ascese. Mystiek. Vroomheid--Verzamelwerken. Reeksen --- Spiritualite. Ascese. Mystique. Theologie ascetique et mystique. Devotion--Verzamelwerken. Reeksen --- Spiritualiteit. Ascese. Mystiek. Vroomheid--Verzamelwerken. Reeksen --- Church and education. --- Education—Philosophy. --- Well-being. --- Children. --- Art education. --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Welfare (Personal well-being) --- Wellbeing --- Quality of life --- Happiness --- Health --- Wealth --- Education and church

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"In recent decades, and around the world, much attention has been given to the role of spirituality in the education of children and young people. While educationalists share many common goals and values in nurturing the spiritual lives of children and young people, national and regional cultures, religions and politics have impacted on the approaches scholars and practitioners have adopted in their investigations and practices. The different contexts across nations and regions mean that educators face quite distinct conditions in which to frame their approaches to spiritual education and research, and the nature and impact of these differences is not yet understood. This book brings together thinkers from around the globe and sets them the task of explaining how their research on childrens spirituality and education has been shaped by the historical, cultural, religious and political contexts of the geographic region in which they work. The book presents contributions in three sections Europe and Scandinavia, the Pacific Region and The Americas and concludes with a chapter highlighting what is common and what is contextually unique about global approaches to spirituality and education"--

Religious education --- Study and teaching --- Teaching methods