Children’s spirituality and inclusion: strengthening a child’s spirit with community, resilience and joy

Harris, Kathleen I.

doi:10.1080/1364436x.2015.1086728

Cited by 11 publications

(5 citation statements)

References 25 publications

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“…Hence, the newly established online provision catered well for their needs. This demonstration of greater inclusivity provided through online provision is encouraging (Harris, 2015), however across the four contexts, there were varied levels of contact and engagement.…”

Section: 12mentioning

confidence: 77%

Reflections on Ministry amongst Children during the Covid-19 Pandemic

Holmes

Sandsmark

Sonnenberg

et al. 2021

Journal of Youth and Theology

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The role and function of children’s ministry during the first six months of the Covid-19 pandemic is explored, including a comparison of observations from four different contexts: Norway, South Africa, The Netherlands, The United Kingdom. Theological reflection examines the emerging ecclesiologies, form and adaptation of sacramental practices and pastoral care of families during this time of crisis. This investigation acknowledges awareness that there were significant restrictions and consequent challenges facing churches during this time, causing implications on children’s ministry that were unprecedented and frustrating for the Church on a global scale. Observations and recommendations are presented to aid churches globally in ensuring that children’s ministry during such times of crisis is child-centred, values the child as part of the body of Christ, fosters intergenerational role modelling and solidarity, and helps rather than hinders children on their spiritual journey.

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Section: 12mentioning

confidence: 77%

Reflections on Ministry amongst Children during the Covid-19 Pandemic

Holmes

Sandsmark

Sonnenberg

et al. 2021

Journal of Youth and Theology

View full text Add to dashboard Cite

show abstract

“…This concurs with both Vygotsky’s (1978) idea of the zone of proximal development and Berryman’s (1991) assertion that young children live on the limit of their experience most of the time, demonstrating that knowledge cannot simply be delivered generically at a set time but rather needs to be specific to the context and needs of the individual child. It is clear that all children are unique and so is their faith journey (Harris, 2015; Hay and Nye, 1998; King, 2013). In light of this theoretical underpinning for the importance of knowledge in a child’s faith formation, analysis of the form of knowledge transfer within the online Sunday School content was a key aspect to include in this research framework.…”

Section: Framework For Analysis Of Online Resourcesmentioning

confidence: 99%

An exploration of online Christian faith nurture for children, using UK churches as a case study

Holmes

2020

International Journal of Christianity & Education

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This article documents a systematic analysis of the online materials produced by UK churches for children’s faith nurture in response to the closure of physical ‘Sunday Schools’ during the Covid-19 pandemic. A theoretical underpinning guided the development of a framework to examine the discipleship tools and to uncover examples of good practice which could inform children’s online discipleship globally. Tentative conclusions highlight how faith nurture of this nature may be refined and enhanced and emphasises the significance of positive relationships to supplement these tools.

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“…Because, it is particularly articulated in relation to the child's 'ontological calling' [51]. Even though studies dealing with spirituality, not related to religious education, in educational context are respectively rare [42]; there is no reason to think that religious education is the only way for spirituality or improving morals with spirituality [52]. Spiritual development might be manifest in/through beliefs, a sense of awe, wonder and mystery, experiencing feelings of transcendence, search for meaning and purpose, self-knowledge, relationships, creativity, and feelings and emotions [53].…”

Section: Questions and Challenges For Education In The Subjective Turnmentioning

confidence: 99%

“…That is the prominent part of contemporary religious education that helps students how to identify, interpret and evaluate contemporary spiritual and moral issues by focusing on resourcing and enhancing the basic human spirituality [41,43] . However, this approach does not fit the schools that operate with traditional religious education which may not be sensitive to the subjective turn [18,43,52]; because traditional religious education in 'teaching in' style may be seen as a teaching form of 'life-as' modes.…”

Section: Questions and Challenges For Education In The Subjective Turnmentioning

confidence: 99%

An Exploration of Subjective-Life of Spirituality and Its Impact

Ogretici

2018

Education Sciences

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This paper contributes to the discussion on how morality may be uncertain when life orientation changes, for instance, from religious belief to spirituality. Accepting the ‘subjectivation’ thesis as a key concept in understanding the contemporary world, the spiritual realm is treated as a site on which the subjective turn has made a tremendous impact. That turn is investigated particularly in a comparison between “subjective-life” spirituality and “life-as” religion. Then, this paper asks what happens to morality when people’s religious belief disappears, changes, or evolves into spiritual experience. Educational practices are also viewed as a resonant field where the subjective turn has impacted on morality. The context of this paper refers to the subjective turn, as explained by The Spiritual Revolution: Why Religion is Giving Way to Spirituality. Then, the comparison of “life-as” and “subjective-life” is expressed according to their diverse values. Finally, the conclusion deals with the crucial points of morality in subjective life. In this regard, it is stressed that ‘subjectivation’ is a feature of our time, and presenting a remarkable challenge in the realm of values. Since their orientations are different, ‘subjective-lives’ have a different disposition in morality than the mode of “life-as”. Although it is impossible to generalize concerning whether or not spirituality is moral, nevertheless, it is expected that there will be challenges for religious education when dealing with spirituality.

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Children’s spirituality and inclusion: strengthening a child’s spirit with community, resilience and joy

Cited by 11 publications

References 25 publications

Reflections on Ministry amongst Children during the Covid-19 Pandemic

Reflections on Ministry amongst Children during the Covid-19 Pandemic

An exploration of online Christian faith nurture for children, using UK churches as a case study

An Exploration of Subjective-Life of Spirituality and Its Impact

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