Spirituality and Reflectiveness

Spirituality & Self-Reflection





What is spirituality?
Spirituality can be interoperated into many things. For me it’s my inner self and the moments that allow me to find inner peace, answers and moments where negative thoughts can be released and solutions are found. That calm within, the feeling of awe and almost space, where, for that moment my mind is empty of negative thoughts, that allow for metacognitive awareness and connectivity with my inner soul. 

Metacognition - "Awareness and understanding of one’s own thought process" (oxforddictionary.2019).

For others Spirituality could be a religious belief. Where we make time to connect with outer experiences, or time to worship such spiritual beliefs. Even in a religious context spirituality allows for reflection and awareness. People attend church and mosques and other places of worship, to reflect and their day and to pray for happier times.  When a priest reads from a bible many people will hear the words of the lord as metaphorical meanings to things that have happened or are happening in their life, which would allow them to reflect upon and connect with.  

Rev Adolphe Tanquerey divides spirituality into two concepts 1: The religious aspect of practiced Christianity  - this is referred to as Ascetical Theory and 2: The practice of a reflective life and "prayer of quiet" referred to as 'Mystical Theology'. (Hay and Nye. 2006.pp17). Not everyone is religious and not everyone has the same religious beliefs, but this does not insinuate that they cannot be spiritual.

(Hay and Nye. 2006. pp21)

From personal experience spirituality can be perceived as something that is personal to every individual from a young age and how spirituality is nurtured throughout life is what will determine its meaning and purpose in ones later life. As we grow we learn about ourselves, we experience moments in life where we feel in complete wonder and awe, and moments in life where we want quiet time or time to ourselves to reflect on the day, weeks or life;  however we are also taught about cultural beliefs and told what is right or wrong by family and the culture surrounding us making our spiritual beliefs structured by such surroundings.  Hay and Nye (2006) concur with my own personal theory of spirituality, quoting "spirituality is rooted in a universal human awareness; that it is ‘really there’ and not just a culturally constructed illusion." I agree it is  right there' however cultural influences or lack of can impact on one’s beliefs and understanding of one’s self over time.  Hay and Nye agree stating that with different backgrounds not one person's thoughts of spirituality are the same, therefore giving multiple preconceptions to spirituality. 

However, spirituality is perceived, the common theme of reflection, self-Identity and cultural awareness are apparent.  


I believe people connect with their spirituality in different ways, sometimes without even knowing. It’s the experiences that factor reflection, self-identity awareness and inner peace that forms the foundation of our spirituality. . 





I gain no more spirituality from anything other than the great outdoors!! Scandinavians refer to this as friluftsliv. (Gelter, 2010).  


"Genuine friluftsliv is a way of interconnecting with nature where strong emotional and spiritual experiences from the immersion in natural settings result in a personal connectedness to the more-than-human world." (Gelter, 2010) 



Friluftsliv - Spirituality is a breath of fresh air 

Education.

Despite the controversy between spirituality and religion, in the 1988 education reform Act the concept of spirituality and its benefits to children's education were agreed. This was not part of religious education but to identify the needs of children to promote self-awareness and cultural awareness. (Hay and Nye. 2006)

1998 - Education Reform Act . Chapter 1 : The Curriculum Part 2 section (a) : "Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and"…(HMO, 1988.pp13)
This exact paragraph is stated within the Education Act 2002 which forms part of the platform for the new education reform in Wales 'Successful futures'(SF). However upon reviewing the two curriculum reforms (1988 and 2016  SF) there appears to be more mention and promotion of spirituality within education in the 2016 SF in fact its mentioned throughout. 

(Donaldson.2015)

So why in schools?

Gelter (1999) believes friluftsliv and connection with nature can allow for fast, slow and peak experiences, these experiences allow for different energies. In the fast pace modernised world, we barely have time to stop and think and regenerate. Gelter (1999) states that to allow time to become silent with nature or to slow down will provide opportunities to regain energy... a fresh mind. He also states that nature can be a place for mediation and reflection. (Gelter, 1999). 
  • Fast & Slow Experiences
Slow experiences can be factored into many other aspects of life and can also be seen as spiritual.  For example, when a child is immersed in colouring a picture, they become so engrossed that they switch off from their surroundings and all energy is placed within the art they are producing.  The child can appear very relaxed and calm. This concurs with Gelter’s idea of slow experiences; and Hay and Nye (2006) who state that being spiritual could be someone who 'demonstrates' aesthetic awareness of poetry, art and music. Again, confirming with my personal theory that it’s the moments that take you away of daily stresses and allows for reflection and regeneration of the mind.  
  • Reflection
Reflection is used within most schools today and is identified throughout level descriptors with the National Curriculum . Example 

  • Year 6 Literacy Framework Level descriptor : “reflect on, edit and redraft to improve their writing”.
  • Year 7 Digital Competancy Framework : "reflect on the role of digital media in their lives and their media habits, e.g. explore how the media can play a powerful role in shaping our ideas about stereotypes."
  • Year 8 Digital Competency Framework : "identify stereotypes and their impact in a range of media forms, e.g. critically reflect upon stereotypes in mass media, social media and gaming"


You can view all level descriptors online at learning Wales.Gov. 
All forms of reflection are metacognitive processes that allow us to be come aware and understand errors, make sense of questions and provide answers to those questions. 
  • Heightened consciousness - Awareness
Tearchers are now seen more as facilitators of learning and pupils are encouraged to become more aware of their learning, social surroundings, and ones self.
(Nixon, 1999)
  • Open Questions: Curiosity & Philosophy 
(Vokey. 2000. pp24)
Vokey (2000) states that boredom in schools is due to regimental classrooms, and lack of purpose in schools, he believes that children's natural curiosity is being killed in the classroom. Vokey states that sparking children natural curiosity in class can help feel a greater energy when learning. 

  • Social Understanding and self-awareness.
Bringing spirituality into schools can allow children to become more self aware when in scholls, ask questions that wouldn't normally be asked in class and gain understanding and compassion for others. (Vokey. 2000), (Kessler. 1998). 
(Kessler. 1998). 
  • Holistic Learning. 
Successful futures focus on holistic development and catering to the child's holistic needs and wellbeing of which promotes the spiritual, cultural and physical development of the child. 

Considering education, spirituality can allow for greater learning opportunities. It can allow children to learn how to become reflective, it can provide children with slow pedagogy experiences (which could be essential after a playtime activity when children have become full of energy, therefore calming for new tasks within the classroom).  John Dewy (1998) concurs stating the importance of self-reflection and the impact it can have on ones learning. He quotes "reflective thought; it alone is truly educative in value". (Dewy. 1998.pp.2)

Reference list
Conneely, J. (2006). There's a Spiritual Solution to Every Problem. Journal of College and Character, 7(3).

 Dewey, J. (1998). How we think. Boston: Houghton Mifflin.
Donaldson, G. (2016). Successful Futures. Independent Review of Curriculum and Assessment Arrangements in Wales. Cardiff: Welsh Governement.
Dyer, W. (2001). There's a spiritual solution to every problem. New York: PerfectBound.
Gaia. (2014). Spirituality 101: How to Become More Spiritual in Your Daily Life. [online] Available at: https://www.gaia.com/article/spirituality-101-how-become-more-spiritual-your-daily-life [Accessed 28 Mar. 2019].
Gelter, H. (1999). Friluftsliv: The Scandinavian Philosophy of Outdoor Life. Hans Gelter, Luleå University of Technology, Sweden, pp.77-90.
Gelter, H. (2010). Friluftsliv as Slow and Peak Experiences in the Transmodern Society. Norwegian Journal of Friluftsliv. Paper prepared for: Henrik Ibsen: The Birth of “Friluftsliv” A 150 Year International Dialogue Conference Jubilee Celebration North Troendelag University College, Levanger, Norway Mountains of Norwegian/Swedish Border September 14-19, 2009, pp.1-22.
Harle, A.Z. 2006, "Using Reflection to Increase Children's Learning in Kindergarten", YC Young Children, vol. 61, no. 4, pp. 101-104.
Hay, D. and Nye, R. (2006). The spirit of the child. London: Jessica Kingsley Publishers, pp.17-34.
HMO (1988). Education Reform Act 1988. London: HMO Stationary Office, p.13.
Kessler, Rachael. (1998). "Nourishing students in secular schools". Educational Leadership, 56(4), 49-52

Nixon, G. (1999). OP-ED Whatever happened to 'heightened consciousness'?. Journal of Curriculum Studies, 31(6), pp.625-633.
Oxford Dictionaries | English. (2019). metacognition | Definition of metacognition in English by Oxford Dictionaries. [online] Available at: https://en.oxforddictionaries.com/definition/metacognition [Accessed 26 Mar. 2019].
Vokey, D. (2000). Longing to Connect: Spirituality in Public Schools. Pai~eusis, 13(2), pp.22-37.

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