Spirituality in Medical Education: Formal or Hidden Curriculum?

Heidari, Alireza; Heidari, Morteza

doi:10.29252/jhsme.7.2.1

Cited by 2 publications

(1 citation statement)

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“…(p. 2) In a wide range of disciplines, educators and academicians openly espouse the relevance of spirituality in the curricula. For example, Heidari and Heidari (2020) address spirituality in medical education stating "spirituality should be covered in medical curricula to convey a thorough knowledge of human being" (p. 1). With data from a nationwide survey of Canadian social work educators, Kvarfordt, Sheridan and Taylor (2018) discovered that "the sample as a whole held generally favourable views concerning the role of religion/spirituality in social work practice, even though a sizeable majority (80.9 per cent) reported receiving little or no instruction in this area during their graduate training" (p. 1483).…”

Section: The Relationship Between Spirituality and Sciencementioning

confidence: 99%

A Call for Spirituality in Academia

Kasel¹

2022

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This position paper provides a general overview of Spirituality in Academia by developing the following themes: a) outlining the distinctions between spirituality and religion, highlighting that these terms are different constructs, being neither synonymous nor coterminous, but not excluding a broad and strict definition of Spirituality (Griffin, 1988) that can mitigate their antipodal nature, allowing the individual the freedom to forge her own notion of spirituality; b) describing spirituality in academia based on Astin's (2004) carefully worded definition; c) exploring the diametrically opposed relationship between spirituality and science that has relegated the spiritual side of teaching to an exiguous state; d) arguing why spirituality in academia is germane in the 21 st century class or teaching environment thanks to popular pedagogical trends like student-centered learning, transformative learning, and online learning; e) looking at three educator perspectives toward the classroom (rentership, ownership, and stewardship) that have an effect on educator attitudes and roles in the classroom; and f) discussing what spirituality looks like in practice in the classroom. Finally, educators are called to action to embrace contemplative/mindfulness practices in their academic work in and out of the classroom for the benefit of all stakeholders in academia.

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Section: The Relationship Between Spirituality and Sciencementioning

confidence: 99%