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International Handbook of Education for Spirituality, Care and Wellbeing

  • Book
  • © 2009

Overview

Editors:
  1. Marian Souza

    1. National School of Religious Education, Australian Catholic University, Ballarat, Australia

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  2. Leslie J. Francis

    1. Warwick Inst. Education, University of Warwick, Coventry, UK

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  3. James O’Higgins-Norman

    1. School of Education Studies, Dublin City University, Dublin, Ireland

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  4. Daniel Scott

    1. School of Child & Youth Care, University of Victoria, Victoria, Canada

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  • Important and timely synthesis of theory and practice in relation to wellbeing and education
  • Identifies the psychology of religion and spirituality in relation to education, care and wellbeing
  • Discusses pedagogy that addresses the spiritual dimension in learning
  • Explores lifelong learning as a core human activity

Part of the book series: International Handbooks of Religion and Education (IHRE, volume 3)

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Table of contents (67 chapters)

  1. Front Matter

    Pages i-xxvii
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  2. General Introduction

    1. Front Matter

      Pages 1-1
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    2. General Introduction

      • Marian de Souza, Leslie J. Francis, James O’Higgins-Norman, Daniel G. Scott
      Pages 1-5

  3. The Psychology of Religion and Spirituality: Implications for Education and Wellbeing – An Introduction

    1. Front Matter

      Pages 7-13
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    2. Ways of Studying the Psychology of Religion and Spirituality

      • Ralph W. Hood Jr
      Pages 15-31

    3. Measuring Religiousness and Spirituality: Issues, Existing Measures, and the Implications for Education and Wellbeing

      • Peter C. Hill, Lauren E. Maltby
      Pages 33-50

    4. Examining Religious and Spiritual Development During Childhood and Adolescence

      • Chris J. Boyatzis
      Pages 51-67

    5. Understanding and Assessing Spiritual Health

      • John W. Fisher
      Pages 69-88

    6. The Contribution of Religiousness and Spirituality to Subjective Wellbeing and Satisfaction with Life

      • Ralph L. Piedmont
      Pages 89-105

    7. Culture, Religion and Spirituality in Relation to Psychiatric Illness

      • Kate M. Loewenthal
      Pages 107-123

    8. Psychological Type Theory and Religious and Spiritual Experiences

      • Leslie J. Francis
      Pages 125-145

    9. Understanding the Attitudinal Dimensions of Religion and Spirituality

      • Leslie J. Francis
      Pages 147-167

    10. Social, Religious and Spiritual Capitals: A Psychological Perspective

      • Chris Baker
      Pages 169-187

    11. Mystical, Religious, and Spiritual Experiences

      • Ralph W. Hood Jr
      Pages 189-207

    12. The Spiritual Dimension of Coping: Theoretical and Practical Considerations

      • Kenneth I. Pargament
      Pages 209-230

    13. The Psychology of Faith Development

      • Jeff Astley
      Pages 231-245

    14. The Psychology of Prayer: A Review of Empirical Research

      • Tania ap Siôn, Leslie J. Francis
      Pages 247-267

  4. The Role of Spirituality in Human Development and Identity: An Introduction

    1. Front Matter

      Pages 269-274
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    2. Spirituality and Mental Health: The Mystery of Healing

      • David Tacey
      Pages 275-290

    3. The Dynamics of Spiritual Development

      • C. Glenn Cupit
      Pages 291-309
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Keywords

About this book

Acknowledging and understanding spiritual formation is vital in contemporary education. This book explores the dynamic relationship between education and wellbeing. It examines the theory underpinning the practice of education in different societies where spirituality and care are believed to be at the heart of all educational experiences. The book recognizes that, regardless of the context or type of educational experience, education is a caring activity in which the development of the whole person - body, mind and spirit - is a central aim for teachers and educators in both formal and informal learning.

The chapters in this handbook present and discuss topics that focus on spirituality as an integral part of human experience and, consequently, essential to educational programs which aim to address personal and communal identity, foster resilience, empathy and compassion, and promote meaning and connectedness.

Editors and Affiliations

  • National School of Religious Education, Australian Catholic University, Ballarat, Australia

    Marian Souza

  • Warwick Inst. Education, University of Warwick, Coventry, UK

    Leslie J. Francis

  • School of Education Studies, Dublin City University, Dublin, Ireland

    James O’Higgins-Norman

  • School of Child & Youth Care, University of Victoria, Victoria, Canada

    Daniel Scott

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