Throughout the human history, the partnership between spirituality and religion was notable by various conflicts. The reason for this great conflict between spirituality and religion is that religion keeps on disproving the things that spiritually claims to be true. Before we can have an appraisal of the ongoing conflict between spirituality and religion, it is very important to have an understanding of what is spirituality and religion in education. It should also be noted that people interpret the concepts of spirituality and religion in different ways because these concepts are emotionally charged for many people. According to my understanding, spirituality is defined by what is certain in our own experience, arising from ourselves, and the finding of our own truth. In contrast, religion refers to a set of beliefs concerning the nature and often involving ritual observances. In this essay, my discussion will focus on the conflict between spirituality and religion as well as to determine what stand educators should take about incorporating the paranormal into the education experience.
It is believed that this conflict has been intensified in the late 19th century and early 20th centuries when the modernism intensified its rejection against the advance of spirituality that put into question the religious dogma. Religion is designed to be our spiritual source of advice and a pillar to provide moral guidelines. However, it is believed that religion is also the main cause of this ongoing conflict. It is believed that integrating science into the curricula encourages life-long learning and foster critical thinking about everyday problems students face in their lives. For example, pupils would come from classrooms with an appreciation of the natural world — fascinated by its complication and excited to learn more. On the other hand, it is believed that science will improve the lives of people (Modernism). For example, they believed that Science would help deliver technological advances in the form of digital gadgets, computers, satellite television, etc.
Recently, there have been calls to reconstruct the need for instruction methods best suited to teach religion and spirituality in the curriculum. Recognition is growing of the relevance of spirituality to education practice, which has led to recommendations that spiritual and religious content be included in the curriculum. It argued that integration of spirituality to education is more appealing to learners when they viewed as relevant to their home background knowledge. I strongly support this statement because incorporating science and spirituality in the curricula would broaden the knowledge base from the narrow focus of the field of science. I strongly support this statement because it is has been proven that spiritual practice offers constitutes of a new form of scientific endeavor using spiritual experiences to explore an absolute reality.
By looking at the ongoing conflict of integrating of spirituality into the curricula I can conclude by saying, Educational approaches grounded in the modernistic theory that privilege rational knowledge is not suitable to transmit a subjective, experientially based knowledge form. In contrast to research that has argued, there is not an actual contradictory idea between spirituality and religion. They can work together effectively and help us to understand the interaction between humans and the environment. Furthermore, after all, I think religion should be privileged because is a powerful constituent of spiritual norms and values, therefore, it tackles the most profound existential problems of human life.
Higgs, P & Smith, J.2000. Rethinking Our World. Juta Publishers: Cape Town.
Nash, R. J. (2002). Spirituality, ethics, religions, and teaching: A professor’s journey. New York: Peter Lang Publishing, Inc.
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