This article offers reflections and proposes practices that embody principles of diversity and inclusion while embracing spirituality in higher education. This approach to integral education is informed by the philosophy of Sri Aurobindo and Haridas Chaudhuri, founders of the California Institute of Integral Studies. It blends Eastern philosophy…

The author has written this Guidebook to assist users interested in creating a campus that will be more global in its mission, programs, and people. His approach is to focus on the views and contributions of the people who are engaged in higher education. Thus it has a "person" emphasis rather than a structural or policy point of view. The author…

Addressing the spiritual development of young people has the potential to strengthen youth work and its outcomes. Spiritual development matters because it is an intrinsic part of being human and because young people themselves view it as important. This article reviews the research that points to positive impacts of spiritual development for youth…

This book presents a holistic approach to multicultural educational issues by viewing them in terms of the student as a physical, psychosocial, cognitive, ethical, and spiritual being. Conversely, these levels of a student's being cannot be seen apart from the student's cultural identities. This unique book demonstrates that, in a pluralistic…

OFSTED and schools are largely agreed on what is meant by "spiritual development" for schools though debate continues at the theoretical level on the broader question of what might be meant by a spiritual education. In this article, it is argued that cross-curricular "spiritual development" as a form of spiritual education is…

Through the arts, people holistically learn, interact with greater multicultural diversity than elsewhere, and form connections with others. Participating in the arts gives adults experiences, contexts, and tools to help them reexperience, revision, and reconceptualize multicultural diversity in their lives and communities. To illustrate aspects…

Introduces this issue on the Loyola Spirituality Conference, in which participants experienced the process of being educated as a consequence of encountering something strange and different. Participants journeyed into a world of understanding that was unfamiliar to them by experiencing a day of communal sharing and celebratory activities (eating,…

Challenges educators to embrace the spiritual aspects of life in their image of education, suggesting the importance of including spirituality in one's approach to life and letting that sense of life infuse one's teaching. An alternative image of some of the basic principles of curriculum and instruction is sketched. (SM)

Emphasizes the importance of helping students develop a sense of moral and spiritual value, undoing the violence that they have been taught in schools over the years and teaching them in a creative, rigorous manner about peace and the lives and works of prophets, peacemakers, feminists, and earth keepers. (SM)

This edited collection addresses the growing need for ideas and methods conducive to holistic educational practices and aims to encourage more personal growth in students too often distracted by the background noise of war, violence, racism, and environmental deterioration. The contributors are working teachers and professors who have integrated a…

Using music, story, and prayer, this conference presentation describes the African American spiritual experience with curriculum, explaining what African American spirituality is, who African Americans are, why spirituality is critical to African Americans, and where this spirituality is found, then linking it to education. (SM)

Shares the personal feelings of a Navajo woman who, as a child, had to squeeze her spirituality (which permeated all she did) into the inflexible, stifling mainstream curriculum. This education had little to do with justice, peace, and aliveness and had no connection with the spirit she brought from home. (SM)