DEVELOPING SPIRITUAL INTELLIGENCE THROUGH SCIENCE AND TECHNOLOGY EDUCATION DR. PUNAM BANSAL ASSISTANT PROF. (BOTANY) GCE/20-D/CHDAbstractScience and technology education devoid of morality will spell only destruction .It is high time when the co-operation between science and spirituality is desperately needed in the best interest and service of mankind. Teachers also need guidance in dealing more adequately with sensitive issues including bias and conflict arising out of advent of scientific and technological advancements. The role of science teacher will inevitably have to change in view of shift in philosophical paradigm of education. In such a scenario, science educators have an important role to play in the society as transformational leaders impacting future nation builders. This paper is an inquiry in to the dimension of spiritual wellbeing in relation to science and technology education. It is an attempt to emphasise fruitful integration of science as a constellation of methodologies that offer knowledge about the external domain of things and spirituality practices that offer us grasp on the internal domain of things.

INTRODUCTION

Developments in field of Science and technology have contributed towards material development of societies without corresponding spiritual development. Such development is lop-sided thereby distorting the world of objective fact. A society with high spiritual development contributes to the harmony and betterment of the nation. A fundamental shift is taking place in philosophical paradigm of education - from seeing the world in a mechanical way to a new paradigm mediating our understanding of the world by language, beliefs, valuesand ways of being. This reflects a shift toward the exploration of spiritual concerns. The idea of spirituality is increasing in prominence among recent publications in educational psychology and theory (Dent, Higgins, & Wharff, 2005; Edwards, 2003; Emmons, 1999, 2000a, 2000b; Fry, 2003; Fry & Cohen, 2009; Fry & Slocum, 2008; Gardner, 2000; Hyde, 2004; Mayer, 2000; Neiman, 2000; Rogers, 2003; Vaughan, 2002; Zohar, 2005). Many scientists also continue to consider science and spirituality to be complementary, not contradictory (Mark, 2002; Giniger & Templeton ,1998).Neuroscientists are trying to learn more about how the brain functions during reported spiritual experiences (Talan,2006;Alper ,2008). This reflects a shift toward the exploration of spiritual concerns previously submergedby the advent of scientific positivisms and the effort to reduce, if not eradicate, the role of spirituality in education (Bertrand, 2003; Sacks, 1999). This expository narrative addresses the integration of spirituality into science and technology education.

SPIRITUAL DEVELOPMENT

Spirituality has been defined in numerous ways. These include: a belief in a power operating in the universe that is greater than oneself, a sense of interconnectedness with all living creatures, and an awareness of the purpose and meaning of life and the development of personal, absolute values. Tacey (2000) defines spirituality as a desire for connectedness, which often expresses itself as an emotional relationship with an invisible sacred presence.

Palmer (1998) thinks of spirituality as the human quest for connectedness with something that we can trust more than our own egos. Palapathwala (2005) defines spirituality as our transcendental awareness about the more in us which seeks progression in and through our quest for our where fromand where to. Schneiders (1998) holds a holistic view: Spirituality is the experience of conscious involvement in the project of life-integration through self transcendence toward the ultimate one perceives. Spirituality encompasses a persons relationships to all of creation, to the self and to others, to society and nature, to work and leisure.Spiritual development relates to that aspect of inner life through which pupils acquire insightsinto their personal existence which are of enduring worth. It is characterised by reflection, theattribution of meaning to experience, valuing a non-material dimension to life and intimationsof an enduring reality. According to Thompson and Randall (1999) spiritual development is concerned with broad search for transcendental meaning that may be as simple as a young childs inquiries into how the world came into being or as complex as a theologians metaphysical analysis.

Spiritual development involves: developing insights, principles, beliefs, attitudes and values which guide and motivate us. developing recognition for many pupils that their insights, principles, beliefs, attitudes and values should influence, inspire or guide them in life. a developing understanding of feelings and emotions which causes us to reflect and to learnOFSTED Handbook for the Inspection of Schools,1994.

SCIENCE AND TECHNOLOGY EDUCATION PERSPECTIVE TO DEVELOP SPIRITUALITYScience and Technology education has slowly been given its due place in the curriculum. Yetits original purpose has always been to prepare students for science studies at University. This suggests that the aims for Science and Technology education need to be examined, especially with respect to social relevance and hence sustainable and spiritual development. This necessitates shifting trend towards:(a) inclusion of issue-based or contextbased teaching as a major thrust to set up thescientific problem to be investigated (Zeidler et al, 2005);(b) the need to go beyond scientific problem solving to also encompass socio-scientificdecision making (Holbrook & Rannikmae, 2007);(c) recognition that scientific literacy relates primarily to enabling citizens to effectivelyparticipate in the real world and is thus a social rather than solely an individual consideration (Roth and Lee, 2004).When teachers of science acknowledge a spiritual dimension science learning can be enhanced because spiritual knowledge: helps promote student initiative and self-reflexive thought; emphasises the connectedness of all things; can integrate heart, mind and soul to give meaning and purpose; and enables ethical and compassionate decision making.Science by virtue of its nature develops open mindedness and objectivity which are essential requisites for developing spirituality among students. Integration of science and spirituality can further be strengthened by adopting following strategies:

Evaluating Science and Technology education curriculum critically

Policy makers should consider mandating that science and technology education should moveprogressively towards a real world, "context-based" approach to the teaching and learning at all levels of the school curriculum. This has been shown to promote student interest and raise the level of relevance of the learning (Fensham, 2008). It should be noted that context-based teaching needs to build on a strong conceptual scientific base. Issues of sustainable development such as food scarcity, poverty alleviation, HIV/AIDs, education for peace, all provide very appropriate contexts for science education. Equipping young to participate in the big socio-scientific issues of today (for example, food scarcity, poverty alleviation, HIV/AIDS/ peace building, global warming, cloning, embryonic stem cell use, toxic waste disposal, sustainable development, etc.) makes them more sensitive to human problems and spiritual dimension comes from our deepest humanity.

Pedagogical practices The methods of science serve us as powerful tools in unlocking the secrets of nature as wellas in solving human problems. Scientific principles should be considered as hypotheses,tested by their experimental effects and predictive power, integrated into theories, andvalidated by their comprehensive character and mathematical elegance. They are always opento change in the light of new discoveries or more powerful theories; hence, science educationgives training in methods that have some degree of objectivity. Palmer (1998) proposes thatour assumptions about what truth is directly affect our approach to teaching: If we regardtruth as something handed down from authorities on high, the classroom will look like adictatorship. If we regard truth as a fiction determined by personal whim, the classroom willlook like anarchy. If we regard truth as emerging from a complex process of mutual inquiry,the classroom will look like a resourceful and interdependent community. Our assumptionsabout knowing can open up, or shut down, the capacity for connectedness on which goodteaching depends. Science educators teaching science through inquiry - based, hands - onapproaches allow their students to construct knowledge by sharing previous experiencesmutually and inspire them to transform their attitudes, values and actions towards spirituality.According to Jacobs and Ratmanida (1996), learning in grouping is more affective tostimulate and strike the values such as motivation, confidence, interest to study, as well ascooperation. Science and technology education provides ample opportunities to students towork collaboratively to solve problems and hence holds enormous potential to developstudents spiritually, if science teachers shed their autocratic attitudes.

Teaching practices are most effective when learning is viewed in a holistic way. For teachersof science to include spirituality in the science curriculum, they must adopt a pedagogy that isrespectful of the values of all students, their families and their communities, and beappreciative of the spiritual dimensions of human experience. Spiritually Intelligent teacherswill learn to plan and administrate passion through disciplined reflection; using practices thatwill help them become aware of themselves in a larger context. They use rituals thatencourage attention to detail and time for reflecting on what is going on around them, howthey are impacting their environment, and to think about how they think. Development ofspiritual conscience can help students understand the relationship between self andcommunity.

Interaction between science and spirituality through a shared praxis

approach

An interaction between science and spirituality that takes place through a shared praxisapproach that involves the five components: present action, critical reflection, dialogue, storyand the vision that arises from the story (Groome, 1980, 1998).In shared praxis in the pedagogical setting, the participants share in dialogue their criticalreflections on their present action that involves authentic telling (disclosure) and listening(discovery). Critical reflection (meaning dialectical critique involving rational andaffective factors) on present action (praxis) requires the exercise of reason, memory andimagination. On an individual level, this science-spirituality partnership requires students tobe attentive and take notice of their experiences. On an interpersonal level, it involvesstudents co-operating with their peers and teachers to appreciate the interconnectedness of allthings in the Earths ecosystem. On a community/institutional level, linking science withspirituality through shared praxis, will move students towards a deep ecology worldview thatencourages them to treat all living things as subjects. This shift requires a transformation ofattitudes, values and actions. By participating in a shared praxis approach to scienceeducation, students can begin to integrate a spiritual dimension in their science studies. Groupwork among students and multidisciplinary training should be promoted to develop studentsspiritually.

Examples of scientistsScientists that incorporate a spiritual dimension in their work can be inspirational rolemodels for students. One way to incorporate values in the science curriculum is to focus on scientists who demonstrate a connectedness to the organisms they investigate. By emphasizing the spiritual aspects of her work, teachers can encourage students to engage in science in a more subject-to-subject way (Jane & Gipps, 2006).Barbara McClintock viewed the corn plants she studied as her subjects. Her deep reverence for nature and capacity for union with what is to be known reflect a different image of science from a purely rational enterprise; one in dialogue with spirituality.Gregor Mendel, who was a monk and a teacher ofreligious studies, was first to shake the world with his Laws of Heredity by giving attention todetail; to the unique characteristics of a single pea plant, to a single pod and to a single chromosome. Similarly Morgan studied fruit- flies as his subjects; he could learn about the mutations by giving attention to minute changes he observed. An Australian scientist Graeme Clark created the multiple-electrode cochlear implant while wandering on the beach. He said that it was his determination and Christian faith that helped him on his road to this discovery.

Including controversial issues in science education There are many topics in science and technology education involving controversial issueslike environment; animal welfare; technology/alternative technology; nuclear power;medicine; military; space exploration; bio-engineering; nano-technology where values will becontested. Van Rooy (2004) justifies including such controversial issues in scienceclassrooms because they contribute to the development in students of four main approachesto thinking: ethical, civic and social, sociology of knowledge and psychology of learning Most of the issues facing the world are interrelated and can only be overcome bysustainable solutions, whereby current human needs are satisfied without compromising theway of life of future generations. What is needed to solve the worlds major problems is aradical change in our perceptions, thinking and values (Capra, 1996, 2002). Solutions toissues societies currently face depend on a fundamental change to a worldview thatencompasses spirituality. Science and spirituality each bring a different perspective to worldconcerns. By fostering a partnership between science and spirituality, science educators can

prepare students to face their uncertain world of tomorrow.

CONCLUSIONS

The present fundamental shift in philosophical paradigm of education toward the explorationof spiritual concerns suggests that Science and Technology education aims should beexamined and curriculum should be critically evaluated to include controversial issues,especially with respect to social relevance to develop students spiritually. Science andTechnology education gives training in methods that develop open mindedness andobjectivity which are essential requisites for developing spirituality among students.Integration of science and spirituality can further be strengthened by adopting a pedagogythat is respectful of the values of all students, their families and their communities, and beappreciative of the spiritual dimensions of human experience.Such pedagogical practices arebased on shared praxis approach based on problem solving ,collaborative learning andincluding works of great scientists with spiritual dimensions.