The use of spiritual language in reflection impacts the identity and behaviour of primary aged students as they develop their spirituality through engaging with the Australian Curriculum

Author: Joyce Dinan

Dinan, Joyce, 2018 The use of spiritual language in reflection impacts the identity and behaviour of primary aged students as they develop their spirituality through engaging with the Australian Curriculum, Flinders University, College of Humanities, Arts and Social Sciences

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Abstract

This paper examines how the use of spiritual language in reflection impacts the identity and behaviour of primary aged students and the implications for the development of spirituality as students engage with the Australian Curriculum. Consideration of Growth Mindset and Ignatian Discernment illustrate the impact of the languages of rational-analytic thought and spirituality on identity and behaviour, leading to the conclusion that reflection is the transformative dynamic. Offering Rudolf Steiner and Reggio Emilia education as a contrast to the conventional educational setting, this paper illustrates the balance achieved by a cognitive curriculum infused with the language of spirituality. Identifying the major gaps in the field and the frontiers for future educational research, this paper considers what an understanding of these alternative educational philosophies might offer mainstream educative settings utilising the Australian Curriculum and how this might create a transformative dynamic in the educational sector.

Keywords: spirituality, Australian Curriculum, education, language, identity, behaviour

Subject: Theology thesis

Thesis type: Masters
Completed: 2018
School: College of Humanities, Arts and Social Sciences
Supervisor: Dr Glenn Cupit