Theory of Seven Spiritual Identities: A Framework for Inclusive Religious and Non-Religious Education for Sustainable and Transformative Change

• In Event: Cross-national perspectives on schooling and religious identities within institutions and individuals

Proposal

Is there a common thread that binds individuals across all religious traditions regardless of their national and historical origins? If so, what is this commonality? Can we use this commonality across religions locally and globally to imagine and foster sustainable education for a positive and transformative change? This presentation will focus on a common phenomenon, namely spirituality, which historically has been linked to religion (Heller, 1986). The first part of the presentation will provide a brief background on an empirical field-based study outlining the method, analysis and results. The study was conducted with over 500 participants from different religious and non-religious backgrounds. Participants in the core part of the study self-identified themselves as Christians, Jewish, Muslim, Buddhist, Hindu, Sikh, Baha`i, Zoroastrian, Atheist and Unaffiliated. Based on the analysis of the data gathered from non-informal interviews and125 written surveys, the research findings helped to recognize seven spiritual identities. These are namely: (1) Senso-centric; (2) Socio-centric; (3) Eco-centric; (4) Cosmo-centric; (5) Geneo-centric; (6) Chrono-centric; and (7) Transo-centric ((Kirmani & Kirmani, 2009). These identities provide a platform for cross-religious discussion and communication across cultural and national boundaries. As mentioned earlier the historical link between spirituality and religion has resulted in some countries such as United States, which separates church and state, not to address spirituality as part of the curriculum in public schools. This study, however, shows that spirituality is experienced not only by those with religious beliefs but also by those who identify as non-religious. This finding about spirituality demonstrates that it can occur in both religious and non-religious settings. This also supports the various academic scholars who claim that it is wrong to describe spirituality as the exclusive right of one particular religion (Crawford and Rossiter 2006; Carr, 1995; Erricker 2001). Spirituality, therefore, needs to be viewed in much broader context including both in religious and secular settings. As early as mid-1960’s spirituality has also been viewed as biologically natural to the human species (Hardy 1965). Following Hardy’s claim and supportive research, Hay (2000) conceived spirituality as a natural human disposition that is universally identifiable from a young age and expresses itself in many forms apart from religious. This study, therefore, has important implications for educational professionals working with children and youth from different religious and non-religious backgrounds. This finding opens the door to spiritual thought and reflection to be part of the regular school day.
Scholars who have investigated issues relating to spirituality in education recognize the fact that it is not something that can be taught (Carr, 1995; Coles, 1990; Eaude, 2006; Fraser, 2007; Ofstead, 1994; Watson, 2003). The second part of the presentation will demonstrate how a learning environment can be created to provide opportunities for students to experience spirituality in different contexts and help promote deeper, wider and diverse ways of thinking. With current global challenges of religious strife, climate change, natural disasters, displacement of populations, educators have an added responsibility of creating learning environments that provide children and youth with a sense of safety and security and positive outlook regardless of the adversities they face. Educators need to facilitate students from young age to develop a sense of self, be reflective and introspective and reach into their inner strengths and resilience to help manage their lives. At the same time educators need to help students develop attitudes of accepting differences, resolving conflicts, perspective-taking and peace building in order to survive both individually and collectively.
With the above in mind, this presentation will demonstrate how the seven spiritual identities, as recognized from the study, can provide a framework for introducing spirituality starting from early childhood education and beyond in inter-disciplinary ways. Broad pedagogical strategies including practical activities will be explored to advance both religious and non-religious freedom in a classroom setting. This presentation will also provide initial guidance for nurturing dispositions, skills and behaviors needed for promoting self and collective preservation, and sustainability and for positive and transformative change.
References:
Carr, D. (1995). Towards a distinctive conception of spiritual education. Oxford
Review of Education. 21, no.1, 83-98.

Crawford, M., and G. Rossiter. 2006. Reasons for living: education and young people’s
search for meaning, identity and spirituality. Camberwell, Victoria: Australian Council for Educational Research.

Coles, R.(1990). The spiritual life of children. Boston MA: Houghton Mifflin.
Fraser, D. (2007) State education, spirituality, and the culture: Teacher’s
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Eaude,T. (2006). Children’s spiritual, moral, social and cultural development. Exeter, U.K: Learning Matters Limited.

Erricker, C. 2001. Religion and Epora of faith. International Journal of Children’s Spirituality, 2, no. 1: 46-55.

Hardy, A. (1965). The living stream. a restatement of evolutionary theory and its relation to the spirit of man. London. Collins.

Hay, D., (2000). Spirituality versus individualism. Why we should nurture relational consciousness. International Journal of Children’s Spirituality, 5, no. 1: 37-48.

Kirmani,M. & Kirmani, S. (2009). Recognition of seven spiritual identities and its implications on children. International Journal of Children’s Spirituality, 14, no. 4: 369-383.

Kirmani, M., & Kirmani, S. (2013). Conceptualization of spirituality: Theory of seven
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Ofstead (1994). Spiritual, Moral, Social and Cultural Development. Office of Standards in Education. U.K.

Watson, J. (2003) Preparing spirituality for citizenship. International Journal of
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Webster, R. S. 2004. An existential framework of spirituality. International
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Authors

• Mubina Hassanali Kirmani, Towson University

• Barbara Steele, Towson University

• selamawit Tadesse, Catholic Relief Services