Abstract
In this chapter the author responds to the question: What is spiritual development and why is spiritual development important for people of all ages worldwide; religious and nonreligious? Some of the answers come in the form of a system for spiritual development uncovered by a social construct grounded theory study conducted by Schein. Other theorists such as Montessori, Bowlby, Buber, and Senge will be discussed. The author also looks at spirituality from an educational perspective asking: Why and what should parents and educators know about spiritual development? What words should be used to reference our human spirituality? How is spirituality talked about when children play, spend time in nature, or simply stop to contemplate life? The author's intent is to demonstrate how spiritual development can help provide for healthy, happy, productive human growth so that children do not need to be fixed, but rather can grow freely to reach their full human potential.
TopIntroduction
Spiritual development is not easy to define or discuss (Roehlkepartain et al., 2006). Yet, it has become an important concept for our changing, complex, and often turbulent world. Fisher (2022) writes that the world is not only turbulent but broken. It is helpful to know that a spiritually developed self can help cope with human fear and despair while offering wholeness and hope (Miller, 2021).
This chapter has four goals: 1) to examine spiritual development at the early phases of life in a secular/non-religious context, 2) to explore concepts, words, and ideas that help to provide a language for families, caretakers, and educators to talk about spiritual development in young children, 3) to discuss how spiritual development begins as stage-development that eventually becomes a system for spiritual flourishing, and 4) to explore how nature and play provide resources for nurturing human spiritual flourishing.
TopLanguage, Concepts, And Theories For Spiritual Development
It should be noted that the discussion centered around the concept of spiritual development and the three stages that lead to a system of spiritual flourishing are derived from the findings of a research study entitled “Early Childhood Educators' Perceptions of Spiritual Development in Young Children: A Social Constructivist Grounded Theory Study” (Schein, 2012). Figure 1 illustrates these stages.
Figure 1. Three stages of spiritual development in infants
Key Terms in this Chapter
Systems Theory: Senge’s (1990) theory for looking at learning organizations was used to look at spiritual development/flourishing as a system where all parts work together in harmony to sustain both the individual as well as the system.
Joy: Cannot be felt if one is stressed. Instead, joyful moments offer great pleasure and happiness making life open and full of possibilities.
Inner Peace: Supported by mindfulness and contemplative practices and care. For children play, time in nature, and being with friends are also sources for finding inner peace. Inner peace can lead to reflection and gives space for absorbing new feelings and ideas.
Positive Sense of Self: Lisa J. Miller (2021) suggests that “making choices in one’s own perceptions is what can lead to being awakened (positive) or strung out (negative). Our internal sense of self begins with how we see ourselves.
“Mwe”: When “me”, or “I”, meet others and are able to create a “We”. The “we” implies respect and honor, love and warmth, humility, and empathy towards others. This is where, and when, “me” and “we” become “Mwe” a term used by Siegel, 2010; Siegel & Kind, 2021.
Wonder: Helps people feel alive and connected so they might feel love and so they can learn to love back. Wonder also invites imagination, creativity, and new questions to emerge. Wonder helps people to experience life to its fullest.
Disposition: Personal tendencies, characteristics, moods, or inclinations…but more importantly, what brings a child wonder, joy, inner peace, and awe. What touches a child’s passions.
Awakened Brain: A term introduced by Lisa J. Miller (2021) to describe a spiritual brain that can lead to resiliency and an ability to make good choices for oneself.
I/Thou Relationships: A reference to deep connectedness with the entire world outside of oneself; including living and nonliving, the natural, and concrete object.
Spiritual Embryo: The term used to describe innate disposition that guides, directs, and propels each child toward growth, independence, knowledge, learning, and knowing (Montessori, 1970)
Awe: Engages us in the external world and less with self…leads to “Mwe” and an awakened brain.