Spiritual literacy: non-religious reconceptualisation for education in a secular environment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F23%3A63555718" target="_blank" >RIV/70883521:28150/23:63555718 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/1364436X.2023.2166467" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/1364436X.2023.2166467</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/1364436X.2023.2166467" target="_blank" >10.1080/1364436X.2023.2166467</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Spiritual literacy: non-religious reconceptualisation for education in a secular environment

Popis výsledku v původním jazyce

This article aims to facilitate the transition from a religious definition of spiritual literacy to a non-religious, secular one. Philosophical anthropology emphasises the spiritual dimension as an anthropological constant. However, research in various fields frequently considers its intersection with religiousness. Non-religious spirituality cultivates experiences of transcendence but does not enter into the processes of hierophany (the sacred, the holy). The term ‘spiritual literacy’, which emphasises that the given mode of human experience is not constant but can be intentionally cultivated, proves optimal for education even in secular environment of public schools. A spiritually literate (cultivated) personality is an individual who reflects and cultivates skills of self-reflection, who can act in relation to other people in a mode characterised by prosocial orientation and altruism, who can experience environmental sensitivity and kinship with nature, and who is capable of astonishment and amazement at experiencing transcendence in relation to the wholeness.

Název v anglickém jazyce

Spiritual literacy: non-religious reconceptualisation for education in a secular environment

Popis výsledku anglicky

This article aims to facilitate the transition from a religious definition of spiritual literacy to a non-religious, secular one. Philosophical anthropology emphasises the spiritual dimension as an anthropological constant. However, research in various fields frequently considers its intersection with religiousness. Non-religious spirituality cultivates experiences of transcendence but does not enter into the processes of hierophany (the sacred, the holy). The term ‘spiritual literacy’, which emphasises that the given mode of human experience is not constant but can be intentionally cultivated, proves optimal for education even in secular environment of public schools. A spiritually literate (cultivated) personality is an individual who reflects and cultivates skills of self-reflection, who can act in relation to other people in a mode characterised by prosocial orientation and altruism, who can experience environmental sensitivity and kinship with nature, and who is capable of astonishment and amazement at experiencing transcendence in relation to the wholeness.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

International Journal of Children&apos;s Spirituality

ISSN

1364-436X

e-ISSN

1469-8455

Svazek periodika

28

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

15

Strana od-do

61-75

Kód UT WoS článku

000919739800001

EID výsledku v databázi Scopus

2-s2.0-85146987340