Rethinking Reflection and Ethics for Teachers by R. Scott Webster & John D. Whelen

Author:R. Scott Webster & John D. Whelen
Language: eng
Format: epub
ISBN: 9789813294011
Publisher: Springer Singapore

Spirit and Spirituality

Spirituality pertains to people actively searching for understandings and meanings which give sense and purpose to their lives. Spirituality can be understood to pertain to the ‘big picture’ existential questions we may encounter such as ‘who am I?’ ‘why am I here?’ ‘what is the meaning of life?’ ‘how can I live a good life?’ and especially ‘what is the meaning and purpose of my life?’ As can be appreciated from these questions which foreground ultimate concerns, spirituality involves reflecting on significant issues in such a way as to give coherence to one’s beliefs and the way one commits oneself to particular causes, acts and dispositions.

Often, once experiencing a sense of feeling lost or ‘lacking roots’ in life, individuals can find a sense of purpose through transition to this second stage of spirituality. Searching for spiritual meaningfulness for one’s life can lead people to inquire into various sorts of religions, philosophies and even professions like law, medicine or teaching. However, rather than an externally imposed submission to an authority like a church or a Department of Education, spirituality can be understood as a voluntary individual quest characterised by the freedom and choice which each individual person exercises according to her or his own authentic conviction. Therefore, spirituality is largely found in the manner, or way, that an individual relates to her/his world, including particular religions and philosophies. He/she does not become a docile and obedient ‘follower’ but rather an active and responsible meaning-maker of purposes upon which he/she can base her life. Spirituality can certainly involve religion but the key is the manner that the individual chooses to relate to a particular religion.

The term ‘spirit’ is derived from the Latin spīritus meaning breath, courage and vigour of life, based on the Greek pnĕuma meaning a current of air or breeze. As it blows it acts as a force to motivate and animate people. Hence, there is a relationship between spirituality and motivation. It constitutes our intentionality, motives and desires in terms of coherence, direction and ultimate concerns. Spirituality does not refer to an object-like substance such as ‘soul’ (which originates from Plato’s idealism), but it refers to the life-energy, manner and purposefulness by which all people live their lives. Hence, the expression ‘that horse is full of spirit’ can be used to describe the energetic and enthusiastic manner of a particular horse. Similarly, the expression ‘she is spiritless’ can be used to describe someone experiencing ennui, lacking in energy and interest for life. Therefore, through spirituality, teachers can reflect upon their ultimate purposes and aspirations which motivate them to teach in the way that they choose.

Spirituality is not to be considered as belonging exclusively to discourses of religion as it offers value to atheists such as Comte-Sponville (2007, p. 135) who understands it to be ‘a function, a capacity, an act (the act of thinking, willing, imagining…)’. Similarly, the atheist Harris (2014) likens spirituality to a search that ought to be aligned to clear rational thinking and yet it can be a means to assist people to attain happiness and wisdom.

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