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Holistic Learning and Spirituality in Education
In Holistic Learning and Spirituality in Education, scholars from around the globe address the theory, practice, and poetics of holistic education. Some of the topics explored include educating the soul; partnership education; nourishing adolescents' spirituality; education and the modern assault on being human; the Eros of teaching; personal creativity as soul work; pedagogies of compassion; and meditation, masculinity, and meaningful life.
The Wheels of Soul in Education
This book boldly re-frames the basis of our collective approach to education. It presents a compelling argument for an educational world-view that perceives self, society and the universe as an undivided whole—a holarchy of wholes within wholes, wheels within wheels.
Pope Francis, Evangelii Gaudium, and the Renewal of the Church
Focuses exclusively on Evangelii Gaudium as interpreted from a variety of interdisciplinary and denominational perspectives, with a sharper focus on the ecclesiological as well as the ecumenical potentialities for the reform and renewal of the church contained within this reorientation and reappreciation of the church’s primary mission to evangelization in the modern world.
Landscapes of Aesthetic Education
This book brings together two experienced educators from the fields of teacher education and arts education. The authors Richmond, a photographer, and Snowber, a dancer and poet, see aesthetic education as aiming to extend creativity, appreciation of the arts and nature, and the sensuous qualities of everyday life, to gain a more intimate understanding of the self and the world. They include poetic, narrative, philosophical, and artistic ways of writing to support a more embodied and holistic aesthetics. Landscapes of Aesthetic Education has significance for educators, scholars, students, and artists, and for all who would like to explore the connections between the arts, aesthetics, and transformation.
Holistic Education and Embodied Learning
Learning often begins with an experience in the body. Our body can tighten or feel expansive depending on different learning contexts. This experience of learning in the body is crucial to holistic education. This book explores embodied learning from several perspectives. This first section explores how psychology can inform us about embodied learning; for example, the work of Carl Jung and Wilhelm Reich devoted much of their thinking to how energy manifests itself in the body. Meditation and movement are also examined as ways of embodied learning; for example, Dalcroze, a form of movement education, is presented within the context of whole person education. The book also presents schools wh...
Cultural Equity in Physical Education
"This book provides physical education teachers and teacher educators with culturally aware teaching strategies that affirm the worth of American Indian, Asian, Black, Indigenous, Latina/Latino, multiracial, and other racialized groups"--
Sharing Breath
Treating bodies as more than discursive in social research can feel out of place in academia. As a result, embodiment studies remain on the outside of academic knowledge construction and critical scholarship. However, embodiment scholars suggest that investigations into the profound division created by privileging the mind-intellect over the body-spirit are integral to the project of decolonization. The field of embodiment theorizes bodies as knowledgeable in ways that include but are not solely cognitive. The contributors to this collection suggest developing embodied ways of teaching, learning, and knowing through embodied experiences such as yoga, mindfulness, illness, and trauma. Although the contributors challenge Western educational frameworks from within and beyond academic settings, they also acknowledge and draw attention to the incommensurability between decolonization and aspects of social justice projects in education. By addressing this tension ethically and deliberately, the contributors engage thoughtfully with decolonization and make a substantial, and sometimes unsettling, contribution to critical studies in education.
Spirituality in Architectural Education
How does spirituality enter the education of an architect? Should it? What do we mean by 'spirituality' in the first place? Isn't architectural education a training ground for professional practice and, therefore, technically and secularly oriented? Is there even room to add something as esoteric if not controversial as spirituality to an already packed university curriculum? The humanistic and artistic roots of architecture certainly invite us to consider dimensions well beyond the instrumental, including spirituality. But how would we teach such a thing? And why, if spirituality is indeed relevant to learning architecture, have we heard so little about it? Spirituality in Architectural Edu...
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