These dazzling, radical lectures were given one month before the opening of the first Waldorf School--following two years of intense preoccupation with the social situation in Germany as World War I ended and society sought to rebuild itself. Well aware of the dangerous tendencies present in modern culture that undermine a true social life--such as psychic torpor and boredom, universal mechanization, and a growing cynicism--Steiner recognized that any solution must address not only economic and legal issues but also that of a free spiritual life. Steiner also saw the need to properly nurture in children the virtues of imitation, reverence, and love at the appropriate stages of development in order to create mature adults who are inwardly prepared to fulfill the demands of a truly healthy society--adults who are able to assume the responsibilities of freedom, equality, and brotherhood. Relating these themes to an understanding of the human as a threefold being of thought, feeling, and volition, and against the background of historical forces at work in human consciousness, Steiner lays the ground for a profound revolution in the ways we think about education. Also included here are three lectures on the social basis of education, a lecture to public school teachers, and a lecture to the workers of the Waldorf Astoria Cigarette Company, after which they asked him to form a school for their children. German sources: Die Erziehungsfrage als soziale Frage (GA 296); lectures 4, 5, and 6, the "Volkspädagogik" lectures in Geisteswissenschaftliche Behandlung sozialer und pädagogischer Fragen (GA 192); lectures 2 and 11, Neugestaltung des sozialen Organismus (GA 330-331).

The last decades have witnessed an increasing interest in a global ethic, which proposes general guidelines of behavior applicable to all cultures, and amends those spiritual interpretations and educational practices that are detrimental to personal and collective wellbeing. These lecture notes are an educational resource for spiritual education, moral education, and counselling, for secondary and university levels, as well as for adult education and teacher training, all within a worldwide, multicultural framework. Drawing from the ethical and spiritual treasure of humanity, the book should help readers realize that the most idealistic and humanistic of moral codes is also the most pragmatic and profitable for each individual who lives by it.                              
                                                            

Spirituality, education and society: An integrated approach argues the value of spirituality in education as a way to address the lived experiences and personal knowledge of students, with the goal of creating a more holistic, transformative educational process. This edited volume has a wide array of viewpoints which all point to the importance of spirituality in the authors’ personal lives, their communities and society at large. Spirituality is conceptualised as a base from which to challenge dominant forms of knowing, while in the process being able to center and engage with an important aspect of the student that has been missing from current evaluations – their spiritual selves.Within the diversity of this volume it becomes evident that spirituality cannot be confined to a singular definition and that educators must be willing to create spaces to foster spiritual growth and exploration if we are to break away from the commoditized, disempowering system that is so dominant today. This edited collection is a valuable resource for students, practitioners, educators and administrators who wish to engage in transformational schooling. Its multidisciplinary approach engages ideas around critical pedagogy, sociology of education, and inclusive schooling. There is an increasing need for exploring novel paradigms of studying education in the context of the dynamics that straddle social, economic and technological processes that have come to characterize the world in recent years. This book is a timely contribution in this respect as its focus transcends hitherto applied approaches that depend largely on western orientation. The book breaks new grounds in studying education and society that find significant relevance in societies that are marginalized by the dominant western understanding. The authors draw from the rich heritage of spirituality that is akin to the non-western social paradigms to develop a rigorous but creative concept of schooling. I am sure practitioners, researchers and students of education will find it a valuable source of practical and theoretical information that would widen their horizon of understanding of sociology of education. - Tom Mongare Ndege, PhD, Moi University, Kenya The editors have compiled a brilliant collection of essays. Each piece of scholarly work shows how spirituality is a paramount part of our everyday lives and is connected to teaching, learning, living and healing. This is a timely and most relevant work that is sure to spur critical dialogue and discussion. This collection shows that while the spirit may be wounded it can never be broken. - Erica Neeganagwedgin, PhD, University of Toronto

Against a backdrop of debate concerning the role of Pentecostalism as a mediator of 'modernity', this book examines the interaction between charismatic Christianity, spiritual power and gendered social change in contemporary Ghana.

Academics and activists alike have long dismissed mysticism as an «otherworldly» and escapist form of religion. Alton B. Pollard III, in a ground breaking study of the noted African-American mystic, Howard Thurman, presents an analysis of religious experience that challenges prevailing interpretations of mysticism and social change. Drawing on perspectives from sociology, phenomenology, and history, the author examines the meaning of mystical religion for the «underside» of contemporary American society. What he uncovers is significant: an activist form of mysticism, compelled by the dictates of spiritual experience, that defies social conventions and engenders social change.

First published in 1999, this book, by a range of teachers and teacher trainers, explores specified values in the curriculum as well as whole curriculum issues, including religious education, drama, citizenship and vocational education, as well as the National Curriculum subjects. As a hugely controversial topic area, without general consensus on many key points, this book provides an introductory platform, consistently pointing to sources of further reading and suggesting signposts through the issues. Readers will get a wider insight into spiritual, moral, social and cultural issues, as well as the development of values in general, by reading the specialist chapters.

Young people are doing faith differently. They are redefining community, ministry and ritual for a new era. In the face of planetary crisis, the next generation no longer see faith as a private matter, instead they are integrating it with activism and the need for systemic change. Influenced by the wealth of different teachings and traditions available around them, their identities are increasingly multifaceted and emphatically global. This collection of stories and interviews with young adults and their allies explores this new landscape, reflecting both the energy and inspiration of the next generation and the tremendous challenges they face. It points towards an exciting evolution in the way we are relating to the sacred. With stories from: Adam Bucko, Xiuhtezcatl Martinez, Emmanuel Vaughan-Lee, Kara Moses, Abbas Zahedi, Camille Barton, Bruna Kadletz, Dekila Chungyalpa, Matt Youde, Amrita Bhohi, Sun Kaur, and many others. With supporting stories from senior leaders including: His Holiness the 17th Karmapa Ogyen Trinley Dorje, Llewellyn Vaughan-Lee, Dr John Sentamu, Archbishop of York, Tiokasin Ghosthorse, Rabbi Laura Janner Klausner, Bhai Sahib Dr Mohinder Singh, and more.