Citation

Gillespie, A. (2021), "Index", Spirituality in Education: Professional Accounts of the Impact of Spirituality on Education, Emerald Publishing Limited, Leeds, pp. 77-80. https://doi.org/10.1108/978-1-83909-894-920211008

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Aidan Gillespie

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INDEX

Index

Note: Page numbers followed by “n” indicate notes.

Academy schools

, 7

Adaptability

, 53

‘Agapic love’

, 48

Anglicanism

, 3

Articulation

, 1–3, 14, 22–23, 25, 45, 51, 62, 65

Attainment Target

, 9–10

Attendance

, 4, 6

Attitude

, 4, 8, 10, 16, 34–36, 63

Awareness Sensing

, 19, 25

Behaviour

, 2, 16, 51, 53

Belief

, 2, 7, 8–9, 18, 22, 24, 41, 59–60, 62, 66–68

Britain

, 1, 5

Britishness

, 3

Caring for others

, 56

Character

, 3, 5, 18, 53

Christian

, 3, 5, 11, 24, 45–46, 69

Christianity

, 25

Church

, 4, 6, 20, 21, 24, 26

Church attendance

, 4, 6

Collective view

, 3

Common sense approach

, 2

Communal

attribute

, 13

factors

, 26

identification

, 33

project

, 3

Community

, 11, 18, 33, 69

cohesion

, 6

Component

, 1, 3, 7, 10, 13, 16, 22–24, 26, 38, 40, 42, 45–46, 50, 68

Connectedness

, 17

Connection

, 11, 14–15, 17, 20, 27, 33, 38, 41, 47–48, 51, 56, 67, 69–70

Context

, 11

Corporate

, 2

Coverage

, 5, 7–8

Critical consciousness

, 33, 37

Critical theory

, 32

Cultural

, 1, 5

change

, 3–4

identity

, 5

of professionalism

, 58–62

Curricula

, 2–4, 7, 10, 62–63

Curriculum

, 5–8, 32, 39, 44, 46–49

Democratisation

, 54–55

Development

, 4, 8, 10, 13, 16, 39, 44, 53

Diverse

, 11

Diversification

, 4

Domestic

, 5, 30, 34

Dualist

, 18

Education

, 3, 22–23, 29–30

cultures of professionalism

, 58–62

education, religion and reform post-second world war–2020

, 4–8

future of spirituality in

, 57, 68–70

goal of

, 22

historical inheritance

, 3–4

new connections

, 66–68

pedagogical challenges and assumptions

, 8–10

possibilities for

, 62–66

spiritual inheritance

, 3

Education Reform Act (1944)

, 5

Education Reform Act (1988)

, 6

Educational approach

, 1–2

Educators

, 8, 18, 26

Elitism as expression of social action

, 35–37

Empire Windrush

, 5

England

, 3, 5, 7, 10, 58–59, 62–63, 69

English education system

, 68

‘English Teachers’ Standards

, 2

Environmental factors

, 26

Epiphanies

, 38

Epistemology

, 25

Existential

, 12, 16

Expression

, 2, 6, 13, 20, 36, 44, 65, 68–69

Faith

, 2, 4, 8, 21, 24, 59, 64, 68

Formal religion

, 1, 45, 64

Four-dimensional perspective of spirituality (4D perspective of spirituality)

, 12

Free schools

, 7

Fundamental British Values

, 22

Government

, 1, 4–5

Heritage

, 3–4, 11, 17, 41

Hierarchy

, 30, 36, 44, 48, 54

Humanistic

, 11, 16

Identity

, 25

Immigration

, 4

Individual

, 4

Individualistic

, 4

Inheritance

, 15, 20, 38, 55, 64

Institutional

, 4

Instruction

, 50

Interaction

, 2, 4, 12, 20, 25, 31, 49, 61

Interpretation

, 2, 4, 9, 21, 64

Intersectional studies

, 32

Intersectionality

, 27, 30

Judaeo-Christian

, 1, 4, 11, 25

Learners

, 33

Liquid modernity

, 64–65

Liquid Professionalism

, 65

Local authorities

, 5, 25

Logic

, 2

Mainstream

, 4, 39

Maintained schools

, 5–6, 8

Mathematics

, 25

Measurement

, 60

Memes

, 17

Mentoring, negation of hierarchy through

, 49–51

Modernism

, 64

Modernist

, 3–4, 64

Moral

, 3, 46

Multi-faith

, 5

Multicultural

, 62

Multiculturalism

, 62

Mystery Sensing

, 19, 21–22

Narratives

, 3, 4, 33, 38, 69

National Curriculum

, 6–8

National identity

, 3, 8

Negation of hierarchy through mentoring

, 49–51

Non-faith

, 2, 4, 6, 9, 13

Norms

, 1–3, 16, 41, 63

Ofsted Inspection Framework

, 6

Ontological

, 40–42

Orthodox

, 4

‘Other’

, 44–45, 51

Pedagogy enacted through spiritual lens

, 30–31

Performativity

, 60

Personhood

, 23

Perspective

, 3, 9, 15, 17, 60, 67–68

Phenomenon

, 11, 19, 59

Plurality

, 2

Politics

, 4

Post-modern

, 3–4

Practice

, 1–2, 25, 59, 65

Practise

, 2, 29

Private schools

, 7

Profession

, 13–14, 26, 59

Professional standards and anxieties

, 63

Professionalism

, 29

cultures of

, 58–62

Propinquity

, 37–38

Provision

, 5–8

Pupils

, 2, 9, 33, 38, 47, 49, 54, 69

Quantitative analysis

, 60

Reflection–action cycle

, 38

Reflective transformative pedagogy

, 54

Relational pedagogy as social action

, 37–40

Relationships

, 11, 14–15, 22, 44–46, 54–55

Religion

, 3

Religious and Spiritual Education

, 6

Religious Education (RE)

, 2–4, 7

Religious Instruction (RI)

, 3

Resilience

, 53, 61

Resonance

, 16, 19–20, 67

Roman Catholic

, 10

Sacred

, 18, 20–21

Sacredness

, 21

School

, 6, 8, 42, 59, 68

Second World War

, 3–4

Secular

, 3–4, 20, 29, 62

Secularisation theory

, 21

Secularism

, 62

Self-awareness, spirituality as aid to

, 52–54

Senior Management Team (SMT)

, 23

Social

, 26–27

Social action

challenging elitism as expression of

, 35–37

negotiating hierarchies as

, 31–35

relational pedagogy as

, 37–40

spirituality as ontological imperative

, 40–42

Social capital

, 5

Social Categorisation

, 26

Social Comparisons (SComs)

, 26

Social Identity (SI)

, 26

Social Identity Theory (SIT)

, 26

Social justice

, 35

Society

, 1–2, 4, 13, 64

Spiritual, Moral, Social and Cultural education (SMSC education)

, 2, 8

Spiritual lens, pedagogy enacted through

, 30–31

Spirituality

, 1–2, 16, 29, 43

as aid to self-awareness

, 52–54

challenging elitism as expression of social action

, 35–37

concepts, contexts and misunderstandings

, 10–14

through deep learning and curriculum

, 46–48

implications for teachers’ spirituality and education

, 55–56

as lens for appraising context

, 54–55

negotiating hierarchies as social action

, 31–35

as ontological imperative of social action

, 40–42

pedagogy enacted through spiritual lens

, 30–31

relational pedagogy as social action

, 37–40

relationships as central to understanding

, 44–46

Staff

, 2, 6, 19, 27, 49

Standards

, 13, 49, 52

Standing Advisory Councils for Religious Education (SACREs)

, 7

Subjectivity

, 9, 65

Sustainability studies

, 39

Syllabus

, 5, 7–8

Syncretism

, 63

Teachers’ professionalism

, 65–66

Teachers’ spirituality

, 15

as natural, beneficial impulse

, 16–27

Teachers’ Standards

, 58–59

Teaching

, 29

Theory

, 62

Three-dimensional way of understanding (3D way of understanding)

, 12

Tradition

, 64

Traditions

, 1–2, 8, 10, 67

Transformational spirituality

, 66

Two-dimensional concept of existence (2D concept of existence)

, 12

Uniformity

, 3–4

Value Sensing

, 20, 25

Values

, 52

Vocation

, 54–55

Workplace

, 2, 38

Worldview

, 63

Zeitgeist

, 1