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@EmmaMcV @PabloPedantic
Using Visualisations to Develop the Aesthetic Aspects of Spiritual Literacy.
EEmma McVittie & Paul Smalley
@EmmaMcV @PabloPedantic
The Theory Behind the Practice
The project draws on a variety of theoretical constructs which were used to structure the project activities and examine the findings
Spirituality and Spiritual Literacy
Visualisation techniques
Psychosynthesis
Physical literacy
@EmmaMcV @PabloPedantic
Spirituality - multi-dimensional
“An inclusive education for spiritual development would need to begin from the fact that spirituality is inevitably defined in the context of the beliefs and values of the person defining it and that, therefore, spirituality is pluralist.”
(Watson,2006:116)
Wright (2000) gives us a starting point for discussion but not a universal definition.
Crossman (2003) no generalised definition
@EmmaMcV @PabloPedantic
Spiritual Development v Spiritual Literacy
Belousa (2009) – talks about the “manifestations of a person's inner way” in a “spiral like process that moves according to each person's rhythm.”
“Spiritual literacy helps a person to acknowledge and maintain a relationship with the self, others, environment, natural world and the ultimate.” (Belousa, 2009:225)
“Making meaning at a profound level through personal narrative.......providing these spaces for children to ask 'bigger questions' and enabling them to respond and reflect upon their learning.” (Binder, 2010:22)
@EmmaMcV @PabloPedantic
Mapping the spiritual experience
Hay and Nye (1996) Categories of spiritual sensitivity for young children
Ingersoll (1996) Spiritual well-being inventory from a counselling perspective - 10 dimensions
Fisher (1998) A model of spiritual well being in relation to health
Elton-Chalcraft (2002) Four dimensions of spirituality
@EmmaMcV @PabloPedantic
Aesthetic Aspects
Whitehead (2010) Physical Literacy
Psychosynthesis (Assagioli, 1911) – roots in psychology and counselling.
@EmmaMcV @PabloPedantic
Pilot Structure and Content
Relaxation and preparation exercises
Visualisation
Discussion
Reflective activity
Interviews 5-10 minutes with 6 pupils.
Follow up with the same 6 pupils
@EmmaMcV @PabloPedantic
Data Snippets....
The data that follows has been tentatively analysed and clearly supports the theory of psychosynthesis.
The examples show:
Reflective activity after visualisation
Follow-up reflective activity with pebble and music only
@EmmaMcV @PabloPedantic
@EmmaMcV @PabloPedantic
@EmmaMcV @PabloPedantic
Emergent Themes – Part 1
Self awareness:
Awareness of relationships
Ego-centric or self aware?
Emotional transformation
'Here and now'/inner/lost in the 'flow‘?
Saw own reflection in the water
“Thought someone would be at the end of the garden .”
“Thought like if I’ll meet somebody in the garden.”
“relaxed because there was no-one around me and that was my only chance to get peace”
From anger to calmness
Felt “sad” “cause you’d seen all this stuff and you’ve not been before and you have to leave”
@EmmaMcV @PabloPedantic
Emergent Findings – Part 2
“The pebble helped me to remember my garden”
“I found my pebble in a hole, I found it straight away”
“The music was the same as the first time I visited the garden”
@EmmaMcV @PabloPedantic
Tentative Conclusions
Links to dimensions and categories of spirituality
The artefact appears to trigger memory (Bone, 2007)
The memory of the imagined journey is able to trigger indications of spirituality as a memory of a physical journey (cf Whitehead 2010)
@EmmaMcV @PabloPedantic
Future Plans
Secondary Pilot
Large scale study – October 2012
Primary and secondary schools nationwide
Project leaders will conduct the interviews
Remove the cues on the reflections