Spiritual literacy: the hidden discourse in the atheist Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F22%3A63547818" target="_blank" >RIV/70883521:28150/22:63547818 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Spiritual literacy: the hidden discourse in the atheist Czech Republic

Popis výsledku v původním jazyce

The key note presentation at international scientific conference &quot;Discourses of Childhood and Social Education&quot;, under the patronage of UNICEF, Warsaw, Poland (2-3 of June 2022) The Czech Republic is one of the most atheistic countries in the world. The level of religiosity among young people is only around 9%, which is a radically different situation compared to its closest neighbours, which in other respects share similar cultural values and social and political orientations. The question that this situation raises is thus necessarily: does a low level of religiosity eo ipso imply a low level of spiritual education? Are children living in an atheistic country condemned to a merely superficial life devoid of high ideals and spiritual experiences? I am sure that this need not be the case. I base my answer on the concept of &quot;spiritual literacy&quot;, namely the cultivation of child development in four dimensions: 1. relationship to self = skills of self-reflection and mindfulness, concentration on the &quot;here and now&quot;, asking questions about the meaning of life; 2. relationship to other people = emphasis on pro-social orientation and altruism, i.e. the meaning and practice of social self-transcendence in the form of a friendly and loving attitude; 3. Relationship to nature = promotion of environmental sensitivity and kinship with the natural world; 4. Relationship to the totality of reality and to transcendence = cultivation of the capacity for wonder and amazement, experience of transcendence, deep connection, harmony or fusion - in the form of extraordinary states of consciousness, transformative experiences, etc. These aspects of experience have long been developed within traditional religions and in diverse spiritual traditions. In a secular society, defined by a pragmatic understanding of education in terms of employability, such discourse does not enter the curriculum directly. Certain sub-themes can be seen as part of educational psychology, social pedagogy and environmental education. However, in the form of a hidden curriculum, these aspects can undoubtedly be developed successfully in cross-curricular themes and links, in the traditions and spirit of the school, in the school ethos and climate, in the symbolism built up and in informal activities.

Název v anglickém jazyce

Spiritual literacy: the hidden discourse in the atheist Czech Republic

Popis výsledku anglicky

The key note presentation at international scientific conference &quot;Discourses of Childhood and Social Education&quot;, under the patronage of UNICEF, Warsaw, Poland (2-3 of June 2022) The Czech Republic is one of the most atheistic countries in the world. The level of religiosity among young people is only around 9%, which is a radically different situation compared to its closest neighbours, which in other respects share similar cultural values and social and political orientations. The question that this situation raises is thus necessarily: does a low level of religiosity eo ipso imply a low level of spiritual education? Are children living in an atheistic country condemned to a merely superficial life devoid of high ideals and spiritual experiences? I am sure that this need not be the case. I base my answer on the concept of &quot;spiritual literacy&quot;, namely the cultivation of child development in four dimensions: 1. relationship to self = skills of self-reflection and mindfulness, concentration on the &quot;here and now&quot;, asking questions about the meaning of life; 2. relationship to other people = emphasis on pro-social orientation and altruism, i.e. the meaning and practice of social self-transcendence in the form of a friendly and loving attitude; 3. Relationship to nature = promotion of environmental sensitivity and kinship with the natural world; 4. Relationship to the totality of reality and to transcendence = cultivation of the capacity for wonder and amazement, experience of transcendence, deep connection, harmony or fusion - in the form of extraordinary states of consciousness, transformative experiences, etc. These aspects of experience have long been developed within traditional religions and in diverse spiritual traditions. In a secular society, defined by a pragmatic understanding of education in terms of employability, such discourse does not enter the curriculum directly. Certain sub-themes can be seen as part of educational psychology, social pedagogy and environmental education. However, in the form of a hidden curriculum, these aspects can undoubtedly be developed successfully in cross-curricular themes and links, in the traditions and spirit of the school, in the school ethos and climate, in the symbolism built up and in informal activities.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů