Development of Spiritual Values among Undergraduate Students (original) (raw)
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Exploring Spiritual Values among School Children
International Journal of School and Cognitive Psychology, 2016
Spiritual values are the integrated values towards the spiritual development of children. The present study is broadly aimed at identifying and assessing spiritual values among school children. The sample of 104 school children was drawn from grade 5th to grade 8th from different schools of Aligarh city. Of these, 46 children were females and 58 were males. Simple random sampling technique was used to select participants to the sample. The objectives of the present study were: (1) to identify spiritual values among school children (2) to find out percentage of endorsement for a particular spiritual values by school children, and (3) to find out difference between the percentage of male and female school children endorsing spiritual values. Twenty eight spiritual values were identified by children themselves as with regard to their formation of personality.
Islamic Education, 2018
The present study aims at identifying and analyzing the dimensions and components of spiritual curriculum based the related resources and textbooks. The research method is descriptive and of practical type, and includes content analysis as documentary analysis. Analytical population consists of sources and textbooks relevant to spiritual curriculum available, among which 40 domestic and 30 foreign sources were identified and analyzed. The data were collected using the inventory (checklist) of dimensions and components of spiritual curriculum. The measurement tools included forms for taking notes and the researcher-made content analysis inventory. The research findings indicate that based on the resources and textbooks, the analyzed curriculum with emphasis on the spiritual aspects of epistemology and value comprised four aspects namely the art and aesthetics, wisdom, ethics and spirit. And each of these four aspects is composed of components: the art and aesthetics with 14 components, the ethical dimension with 12 components; the spirit dimension with 11 components; the wisdom dimension with 9 components respectively received the highest to lowest attention. In the art and aesthetics, the component of expressing perceptions: feelings and ideas with 32 frequency, and mastery with 5 frequencies; in the ethical dimension: responsibility taking and equality and justice with 10 frequencies and modesty with 4 frequencies; in the dimension of spirit: faith in God and love each component with 10 frequencies and presence and poetry, each with 5 frequencies; in the dimension of wisdom, communicating with the universe with 8 frequencies and trying to control the self with 2 frequencies have received the highest to lowest degrees of attention respectively.
Journal of Education Technology in Health Sciences, 2023
Abstract Background: Quality improvement and development are crucial for the growth of teachers and students. Despite advancements in technology and resources, human life is becoming increasingly unhappy, with a lack of meaningfulness and a focus on money and luxury. The quality of life is declining, and while the number of educated people is increasing, there is a lack of understanding of the application of human values in modern education. Integrating education with human values is necessary to uncover the divine potential of a quality life. Ancient Indian teachings have the potential to bridge gaps in the modern educational system, and incorporating human values and yogic lifestyles is essential for a brighter future for upcoming generations. Materials and Methods: The method used is the evaluation of the practices and teachings mentioned in various ancient and recent texts. Results: Indian traditional wisdom places a strong emphasis on moral principles and human values that still hold true today. They provide special attention to the higher goals of life, such "moksha," and impart a variety of life skills to teachers as well as students. Students learn about lifestyle management, study management, relationship management, communication skills, character building, personality grooming, and self-excellence. To be a quality teacher, one must possess creative excellence, leadership, team building, and spiritual excellence. These principles support people's development on all levels of their lives, not only in the workplace. Conclusion: The Ancient Indian teachings are a wonderful source of motivation for strengthening the quality of both teachers and students. These teachings may help both students and teachers in their holistic development. Keywords: Human values, Ancient Indian teachings, Purpose of life, Quality of students, Quality of teachers, Yogic life, Yoga.
SPIRITUAL IMPACT OF HOLISTIC EDUCATION – AN INDIAN PERSPECTIVE
The "word" education is understood and interpreted to mean many conceptual and social derivatives that a universal definition is not practically feasible. However, there is a universal understanding that education fundamentally should be an uplifting experience; better the individual human being and the human race as a whole. In a very practical application Education, formal and non-formal, must serve society as an instrument for fostering the creation of good citizens. All approaches to redesign the educational processes must take into account the basic and agreed-upon values and concerns of the international community and of the United Nations system such as human rights, tolerance, and understanding, democracy, responsibility, universality, cultural identity, the search for peace, the preservation of the environment and the sharing of knowledge. Holistic education is a concept which distinguishes itself from other forms of education in its goals, in its attention to experiential learning, significance of relationship and human values. Robin Ann Martin (2002) describes holistic education further by stating, "At its most general level, what distinguishes holistic education from other forms of education are its goals, its attention to experiential learning, and the significance that it places on relationships and primary human values within the learning environment." In describing the general philosophy of holistic education, Robin Ann Martin and Forbes Scott H (1996 & 2004) divide their discussion into two categories: the idea of Ultimacy and Basil Berstein's notion of Sagacious Competence. Holistic education enables composite development of human personality, feelings of love, respect, feeling and friendship cannot be taught, but like sensitivity, has to be awakened. The inner awakening of these feelings leads to spiritual development. This paper attempts to understand the concepts of education and holistic education in the Indian perspective impacting spiritual development and awakening.
Spiritual and Holistic Development of Students
The age of today is marked by some of the remarkable features like development towards a global culture, world community witnessing the collapse of major geopolitical divisions, immense political, economical, cultural, social,environmental and technological changes… Many people feel confused and question what it means to be in our times. However, one of the ironies of the present time is a crisis or depletion of human relations. Youth of today are bombarded with diversified worldviews portrayed by different eminent scholars, philosophers, social and religious activists and people with desire to cater something new every time and therefore in a perennial flow of inanity. In the present paper an attempt is made to substantiate the role of spirituality in youth's lives, and how some educational system can play a role in the meaningreassignment in the lives of formative souls
Journal of Intellectual Disability - Diagnosis and Treatment, 2020
The formation of spiritual culture should be based on the principles that guide every teacher in the implementation of their pedagogical skills in direct learning. The purpose of our study is to substantiate that young teachers' social maturity is characterized not only by the level of knowledge, development of their orientations but also by the degree of personal spiritual culture. We have applied the method of diagnosing a level of young teacher's social maturity development as a moderator in the search for spiritual values, but also a participant in the formation of personal spiritual culture directly at the student himself. Diagnostic sections have shown that the index of general social maturity of young teachers who shape the spiritual culture of students, is growing much faster compared to the young teachers who didn't show the activity of this kind. From the experimental data, it follows that young teachers' activity in creating a pedagogical environment of their school is an effective factor in the intensification of their social maturity formation. Investigating the problem of the formation of social maturity of the individual, a certain system of personal orientations develops, which serves as the basis of spiritual culture, which the student can choose. The authors show that such an opportunity can only be implemented with the teacher's integrated participation as a carrier of moral values. The study's novelty is determined by the fact that each of the participants in the educational process seeks to realize the share and type of moral views for the fulfillment of their personal interests. The study's practical significance is determined by the fact that spiritual culture can be based not only on its private but also on its public perception.
Spiritual Education Development Model
Developing and producing a holistic individual has been a major concern to Malaysian education system. Therefore, Malaysia education system was formed based on its mission to produce a balance and a holistic individual from physical, emotion, spiritual and intellectual potential based on a firm belief in and devotion to God. However, there was a gap between the current practice in education and the Malaysia's education philosophy especially in the spiritual development domain. Meanwhile, self development from spiritual potential is the basic needs of every human being because it motivates good human behaviour and how they respond to the environment. Since, man is a combination of the soul and the body, man also carries dual tendencies which are tendencies to become good (motivate by the rational soul) and bad (motivate by the animal soul). Therefore, spiritual development process is about a continuous exercise of sub-ordination the animal soul to enslave itself in submission to the power of the rational soul. Therefore, the purpose of this study is to explore the philosophy behind self-development from spiritual domain and develop the conceptual model for spiritual development process.
VALUE EDUCATION IN INDIA: CONCEPT, TYPES AND GENESIS
www.srjis.com, 2018
This paper is a conceptual paper which deals with concept of values, value education and genesis or historical development of values in India. Genesis or historical development of values has been discussed with reference to ancient Vedic period, Buddhist period, medieval period, pre-independence period and post independence period in India. The values such as Truth (Satyam), Beauty (Sunderam) and Goodness (Sivam) have been referred to as intrinsic and instrumental. Different types of values have been discussed in this paper such as health value, economic, social value, cultural value, religious value, moral value, spiritual value, aesthetic value, humanistic value, constitutional values, and global values. By going through this paper one can get a complete idea about values, its types and historical development or genesis of values.