Evolving a public language of spirituality for transforming academic and campus life

Gunnlaugson, Olen; Vokey, Daniel

doi:10.1080/14703297.2013.771993

Cited by 5 publications

(7 citation statements)

References 9 publications

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“…Anthony (2005) also advocates the concept of integral intelligence which acknowledges sources of knowledge and wisdom that is transpersonal meaning: that “consciousness” is not just an attribute of the physical brain but a primary attribute of human existence. However, one limitation of the current framework is that any new transformative initiative to integrate the spiritual teachings/practices into the exiting curriculum development for university educational institutions needs to take into account diverse views from a variety of stakeholders, who may be based in different regions or countries (Gunnlaugson and Vokey, 2014). Further, any intelligence cannot be isolated from the activities of a particular culture and therefore, to adapt to the higher education system, a new framework using the construct of self-actualization is suggested which is practical to understand and use in day-to-day living.…”

Section: Synthesis: Framework For New Model Of Practical Spiritual Intelligencementioning

confidence: 99%

“…This shared language would require cross-disciplinary inputs and further need to incorporate moral and ethical concepts that are understood by people from diverse backgrounds, religions and cultural traditions. There were three fundamental criteria and these three were further augmented by Gunnlaugson and Vokey (2014) who stated that though the above three were important, they were insufficient in themselves and further added four more criteria. For the present research, a shared language of spiritual intelligence is defined using the conceptual framework (Gunnlaugson and Vokey, 2014) and using the three fundamental criteria (Strike, 1994).…”

Section: Synthesis: Framework For New Model Of Practical Spiritual Intelligencementioning

confidence: 99%

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A new model of practical spiritual intelligence for the leadership development of human capital in Indian Universities

Prabhu

Mehta

Srivastava

2020

JARHE

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Purpose The purpose of this paper is to make a case for linking spiritual intelligence to the Indian university curriculum for creating sustainable leaders and change agents. The growing emphasis on higher education sustainability involves taking a step back from the daily rigors of academic life and giving a thought to the unique approaches to promote sustainability. Though there are several initiatives for making the environment in the campus sustainable – switching off lights/fans, reducing consumption, etc., there are very few initiatives promoting the transformation of the individual. This paper defines a new conceptual framework linking spiritual intelligence to leadership and sustainability of the higher education system. Design/methodology/approach This present study is analytical and comprises secondary data which are collected from research papers, books, periodicals and journals. Using keywords search in the Scopus database, a list of papers was arrived at, analyzed and distilled to arrive at select journals. These journals were cross-reference to the SCimago’s journal portal ranking and established journal selected. Papers based on these established journals were taken for systematic review and synthesis of literature. Literature studies for bibliometric analysis work were also conducted using the using tools like “VOSviewer” for precisely arriving at current and future areas of research. Findings There were three main findings: defined a new conceptual model/framework of practical spiritual intelligence in the higher education system; defined the key shared language of spiritual intelligence in a higher education system; and defined the key attributes of practical spiritual leadership and sustainability. Originality/value This research is based on developing a conceptual model of interaction between spiritual intelligence and spiritual leadership in a higher education university environment that can give us a new insight into the manifestation of practical spirituality in universities. The extent of research work, both conceptual as well as empirical, as evidenced, does indicate the growing and sustained interest in the subject of spirituality and spiritual intelligence, but there is limited research in the area of leadership development and sustainability in the higher education system.

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Section: Synthesis: Framework For New Model Of Practical Spiritual Intelligencementioning

confidence: 99%

Section: Synthesis: Framework For New Model Of Practical Spiritual Intelligencementioning

confidence: 99%

A new model of practical spiritual intelligence for the leadership development of human capital in Indian Universities

Prabhu

Mehta

Srivastava

2020

JARHE

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“…En el ámbito universitario, como formadores de futuros maestros, creemos que lo mejor que podemos hacer en nuestra labor es precisamente administrar a nuestros estudiantes esa inyección espiritual universalista y no dogmática de la que hablaba Claudio Naranjo. En otros países ya hay precedentes muy interesantes (por ejemplo, los trabajos de Beer et al, 2015;Brady 2007;Duerr, Zajonc & Dana 2003;Fahim & Shakouri, 2012;Gunnlaugson & Vokey, 2014;Kasworm & Bowles, 2012;Tolliver & Tisdell, 2006;Sarath, 2006) en los que se demuestran los beneficios que conlleva fomentar la dimensión espiritual en los estudiantes universitarios.…”

Section: Una Reflexión Finalunclassified

La educación y el despertar de la consciencia | Education and awakening of consciousness

Moyano

2020

ESPIRAL-CUADERNOS DEL PROFESORADO

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Este trabajo gira en torno a una pregunta y una respuesta. La pregunta es acerca de cuál debería ser el sentido último de la educación y la respuesta apunta hacia la dimensión espiritual del ser humano. Tanto la pregunta como la respuesta son recurrentes en la historia de la pedagogía, no así la forma en que van a presentarse aquí, pivotando sobre la consciencia y sobre una teoría sobre el desarrollo humano, la llamada “teoría integral” de Ken Wilber, donde la consciencia es el núcleo central. Se describen tres tipos de “ataques” contra la consciencia dentro de la institución escolar: a) las dinámicas del curriculum oculto, b) la no promoción explícita de la autorreflexividad y c) la exclusión de cualquier aproximación “espiritual” a la consciencia. Igualmente, se describe a grandes rasgos una propuesta para reconfigurar el sentido de la educación a partir de la teoría integral de Ken Wilber, presentada como un interfaz entre el estado actual de las cosas y la deseable incorporación a los sistemas educativos de distintas tradiciones de sabiduría.AbstractThis work revolves around a question and an answer. The question is about what should be the ultimate meaning of education and the answer points to the spiritual dimension of the human being. Both the question and the answer are recurrent in the history of pedagogy, but not so the way they are going be addressed here, pivoting on consciousness and on a theory about human development, the so-called "integral theory" by Ken Wilber, where consciousness is the core element. Three types of "attacks" against consciousness within the school institution are described: a) the dynamics of the hidden currículum, b) the lack of explicit promotion of self-reflexivity and c) the exclusion of any "spiritual" approach to consciousness. Likewise, a proposal to reconfigure the meaning of education from Ken Wilber's integral theory is described in broad strokes. It is suggested that this theory can act as a interface between the current state of things and the desirable incorporation into the educational systems of different traditions of wisdom.

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“…As noted, a key challenge to any discussion of faith or spiritual development is operational definitions (Gay, 2000;Gunnlaugson & Vokey, 2014). Belief in a higher power is not universal, and individual beliefs may be broadly described as worldview, ideology, or other language-based terminology.…”

Section: Faith Development and Spiritual Formationmentioning

confidence: 99%

The Impact of A Service-Learning Project on Undergraduate Students’ Faith Development and Spiritual Formation: Outcomes of an Organization and Administrative Behavior Course

Helm-Stevens,

Kipley,

Pheifer

2018

INT J EDUC METHODOL

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Spiritual growth and development is frequently cited as an outcome of participation in service-learning projects. However, little research has focused on measuring the students' ability to understand the connection between the service-learning experience and their personal faith and the ability to live out their Christian values in the field. Notably missing from this particularly limited area of study is the Christian values convergence of being able to understand the worth of all people and a desire to be engaged in serving the community. Encompassing both quantitative and qualitative research methods, this study investigates undergraduate business students' perceptions of the impact of a semester-long urban service-learning project on their spiritual lives and faith formation. Specific attention is given to exploring the students' perception of faith as demarcated by the Christian praxis of the students' relationship with God and with others.

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Evolving a public language of spirituality for transforming academic and campus life

Cited by 5 publications

References 9 publications

A new model of practical spiritual intelligence for the leadership development of human capital in Indian Universities

A new model of practical spiritual intelligence for the leadership development of human capital in Indian Universities

La educación y el despertar de la consciencia | Education and awakening of consciousness

The Impact of A Service-Learning Project on Undergraduate Students’ Faith Development and Spiritual Formation: Outcomes of an Organization and Administrative Behavior Course

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