Stories Matter: Narrative Themes of Counselor Educators' Religious and Spiritual Competency

Using narrative inquiry, the author explored the multicultural aspects of religious and spiritual experiences, assumptions, and patterns of 9 counselor educators to understand the impact that experiences and beliefs have when supervising and teaching counseling students. A gap exists between counselor standards, ethics, competencies, and practice, because counseling students receive mixed messages about addressing spiritual and religious concerns. Through hermeneutic analysis, 6 themes emerged: (a) religious and spiritual journeys, (b) religious and spiritual practices, (c) relationships, (d) marginalization, (e) modeling, and (f) risk and taboo. Trustworthiness strategies, implications for counselor education, limitations, and directions for future research are described.     

Outside the Box: (Post) Secular Projects of Transcendence

Secular theology builds upon the growing recognition and critique of the limitations of the confining box of religion built in and through the modern secularist dispensation. A bipolar model of religion and the secular, and the classificatory web within which it is nestled, have limited theology's field of vision and engagement. This article explores several examples of projects of transcendence that resist easy identification with either the religious or the secular, illuminating the limitations of the religion‐secular classification and the diffuse cultural trends that are reconfiguring it, even leading beyond it.     

Developing spirituality – an equal right of every child?

ABSTRACT

Children’s spiritual development is influenced by those with whom they interact and by the world around them. An important context for young children is the kindergarten, which has a high level of responsibility for their (spiritual) education. At kindergarten children encounter people with different religious and spiritual attitudes, which may be fundamental to the development of their own spirituality. Research results regarding how two kindergartens in Austria deal with this diversity and how children address it are summarized. One result of this qualitative ethnographic research project is that, depending on their religion, children have different opportunities to develop their spiritual communication and spirituality based on religious traditions and rituals. Developing kindergartens in line with the metaphor of safe spaces where diversity is recognized and discussed can contribute to the creation of equal opportunities for children’s spiritual development.     

Poverty and Wealth in the Orthodox Spirituality (with special reference to St. John Chrysostom)

Abstract : This essay deals with the right relation we should have to material wealth in modern society, a society often marked by rank consumerism. Material goods are given to humans only to be managed for the benefit of all people, regardless of faith or race. This ethical stance does not attack or seek to abolish the right to private property, but restores it to its proper place. Specifically, patristic spirituality, such as that articulated by St. John Chrysostom, does not invalidate the principle of individual ownership, but corrects it, meaning that, while owners are owners in relation to the poor, they are only managers of wealth in relation to God.     

Finding connections between spirituality and play for early childhood education

ABSTRACT

In an attempt to provide holistic education and care, expand the view of young children’s development to include the spiritual, and make connections with the found benefits of play for all areas of development, this article looks at 33 surveyed U.S. early childhood educators’ perceptions on nurturing spirituality through open-ended and free play. Data collected from the open-ended questions of an online survey were analyzed looking at 22 mentions of play as a mean to support spirituality. Findings show that 45.5% of surveyed teachers mentioned play as a way intentionally used in the classroom to nurture children’s spirituality. It is posed that developmentally appropriate approaches to early childhood education would be enhanced by including spirituality in their understanding of the child, as well as intentionally nurturing spirituality in educational settings, by providing free, child-centered, child-directed play and opportunities for children to experience spiritual moments, defined as feeling wonder, awe, joy, and inner-peace.