Spiritual epistemology is a learner-centered teaching approach that conceives of education as creative, critical action and adult educators as resource persons. Its principles include dialogue, respect, accountability, demand and support, and an invitation to learners to take a moral stance. (SK)

Describes in detail three informal learning strategies used to facilitate spiritual development: mentoring, self-directed learning, and dialogue. Suggests that these strategies are interrelated and incorporate segments of each other. (SK)

The Antigonish Movement, a Nova Scotian community development approach, and a Sri Lankan community-based adult education movement are used to illustrate spiritual principles for adult education/community development: ecological base, social justice, human dignity, community base, action for liberation, and combined action and reflection. (SK)

Discusses the topic of spirituality in organizational theory and student affairs practice. Reviews theories and models and applies them to student affairs administration. Defines and discusses the word "soul" as a means to provide context for the discussion. (Contains 18 references and 1 table.) (GCP)

Identifies the legal principles and constraints that apply to expression of spirituality on the college campus by members of the community, be they students or employees. Specifically addresses the hesitancy heard from student affairs professionals who are unaware of or confused about the legal issues involved in religion and spirituality on the…

Although school counselors recognize that students and school personnel possess some type of spirituality, regrettably, this topic has garnered little attention in the school counseling literature. With the publication of this issue, this noticeable gap in the literature and the much delayed dialogue about this topic begins. By way of introduction…

In the swirling dynamics of life, it is easy to think that the only constant is change. School counselors witness the multitude of changes as students move from childhood through puberty, as they develop a growing understanding of themselves, and as they make academic, personal, and interpersonal choices. While it is true that change is one…

Past and present discussions on education all too frequently neglect the role that silence plays in learning. In this article I set out to demonstrate that silence is the very foundation of learning. My claim is that we must find ways of freeing silence in our pedagogical practices so that our discourse does not denigrate into mere empty words,…

In this paper, the author's first and foremost objective is to render the answer to the following question: Why is spirituality marginalized in the academy? The author searches for the answer to this question in the terrain of knowledge production and worldviews that permeate the Western academy. The author examines the landscape of the…

Researchers explored the experiences of 7 lesbian and 5 gay male college students in the area of spirituality. Participants shared the challenges they faced, how they dealt with those experiences and challenges, and how their spiritual identity development related to their sexual orientation. Findings include the categories of reconciliation,…

Personal crises have been associated with spiritual growth. Sparked by the global response to the crisis of September 11, 2001, this study examined the relationship of spirituality and the September 11 tragedy using a sample of convenience from a college student population. This preliminary study used an experimental design to examine various…

The most frequently identified factor associated with the use of religious and spiritual interventions in counseling has been therapists' personal religious attitudes or behaviors. Church attendance and personal religious behaviors, in particular, have been found to correlate with therapists' use of religious and spiritual interventions in…

When young children first come to school they bring with them a depth of being; the authors suggest that the educational community should respond to children with a pedagogy that is capable of nurturing this depth. The authors of this paper are teachers of many years' experience. Their own work in classrooms has shown them that, paradoxically,…

It was predicted that the 21st century would be an era of family stress and transformation (McCubbin, McCubbin, Thompson, Han, & Allen, 1997). When evaluating what families face today and what FCS professionals are addressing in current research, curriculum, and programming, it seems that this is indeed the case. Today's FCS professionals need to…

This article considers the issue of school culture within the context of international schools worldwide. Focusing on three main points--cultural differences, educating the human spirit, and the importance of relationships--a number of challenges are raised for the international educator and, especially, for the leaders of such schools.