Gotowe bibliografie tematyczne / Spirituality for education

Gotowa bibliografia na temat „Spirituality for education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Spirituality for education"

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Hale, Merensiana. "Implikasi Teori Pendidikan Spiritualitas menurut Parker J. Palmer bagi Spiritualitas Pendidik Kristen di Gereja". HUPERETES: Jurnal Teologi dan Pendidikan Kristen 2, nr 1 (25.12.2020): 14–25. http://dx.doi.org/10.46817/huperetes.v2i1.37.

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Spirituality education is a necessity in the church. This becomes very important to note because in the educational process there is a tendency that educators only maximize cognitively and ignore the spirituality of students. This paper aims to build the spirituality of educators in the church. This goal helps educators carry out spirituality education in the church. The method used to achieve the goal is descriptive qualitative. The result is that educators need to build and maintain Christian spirituality as the basis for educating educators in the church.Pendidikan spiritualitas merupakan kebutuhan dalam gereja. Hal ini menjadi sangat penting untuk diperhatikan sebab dalam proses mendidik ada kecenderungan bahwa pendidik hanya memaksimalkan kognitif dan mengabaikan spiritualitas nara didik. Tulisan ini bertujuan membangun spiritualitas pendidik dalam gereja. Tujuan ini menolong para pendidik dalam melakukan pendidikan spiritualitas di gereja. Metode yang digunakan untuk mencapai tujuan adalah kualitatif deskriptif. Hasilnya pendidik perlu membangun dan merawat spiritualitas Kristen sebagai dasar dalam mendidik naradidik di gereja.
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Kosiewicz, Jerzy. "Professional, Spectator, and Olympic Sports in the Context of the Terms Spiritualism and Spirituality, and in the Context of Normative Ethics". Physical Culture and Sport. Studies and Research 68, nr 1 (1.12.2015): 43–62. http://dx.doi.org/10.1515/pcssr-2015-0024.

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AbstractThe author has used - in his paper - two different expressions related to spirituality in its entirety: that is, spirituality (the spiritual sphere in superficial sense and meaning) and spiritualism (the spiritual sphere in deep sense and meaning). The author presented selected different definitions and manifestations of spirituality and spiritualism.The considerations on so-called “spirituality” - related to different phenomena of culture - without notions of spirituality and spiritualism - are a testimony to ordinary, typical common sense thinking only.Author would like to underline, that contemporary professional, spectator sport and the Olympic Games are only a mass culture phenomenon. A phenomenon of mass culture can be only a mirror of superficial spirituality, but not a testimony to spiritualism (that is, deep spirituality).The ancient Olympic Games - in contrast to the concept of Coubertin’s idea of Olympism - were a manifestation of deep spirituality, that is spiritualism. The Greek Games were based on an internal unity between religiosity, art and sport.
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Tirri, Kirsi. "Spirituality in education". Scripta Instituti Donneriani Aboensis 21 (1.01.2009): 245–58. http://dx.doi.org/10.30674/scripta.67354.

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In this article the concept of spirituality in the educational framework is discussed. The concepts of religion and spirituality are compared. The psychological view of spirituality is presented with a new suggested intelligence type: spiritual intelligence. The educational view emphasizes spiritual sensitivity as a universal human ability that needs to be developed through education. The sociological view of spirituality explores it as an expression of postsecular religiosity. Empirical studies indicate that an increasing number of people­ now prefer to call themselves ‘spiritual’ rather than ‘religious’. This trend seems to be more present in some European countries, for example, in the Netherlands, the United Kingdom and Finland. Empirical studies on spirituality are reviewed and discussed. A special emphasis is given to the Finnish research findings related to the spirituality of a new generation or young adults. It is argued that understanding spirituality as an expression of postsecular religiosity gives more room for young adults to participate in communicative action concerning religion. This would promote a discursive religiousness in the spirit of Jürgen Habermas, in which a plurality of religious beliefs and practices are acknowledged and a dialogical and inter-religious approach is advocated.
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Beck, Clive. "Education for spirituality". Interchange 17, nr 2 (czerwiec 1986): 148–56. http://dx.doi.org/10.1007/bf01807476.

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Becker, Annette L. "Ethical Considerations of Teaching Spirituality in the Academy". Nursing Ethics 16, nr 6 (listopad 2009): 697–706. http://dx.doi.org/10.1177/0969733009342639.

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Despite evidence in college students indicating a hunger for spiritual insight and spirituality’s application in health care, there continues to be guardedness within the academy towards inclusion of curricula that address spirituality. The purpose of this article is to examine the ethical considerations of teaching spirituality in the academy by describing current trends, issues relevant to nursing education and practice, legitimate concerns of the academy, and the importance of an ethical instructional response when teaching about spirituality. Data supporting the interest and desire by students to explore meaning and purpose in the context of spirituality will be presented. Challenges and barriers inherent in teaching this topic will be described, including the affective response, the lack of a universally accepted definition of spirituality, and spirituality’s relationship to religion. Pedagogical strategies consistent with an ethical instructional response will be discussed as the key to eliciting trust within the academy. A model of teaching spirituality and health will be offered to illustrate these possibilities.
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Ruslan, Ruslan, Andi Bunyamin i Andi Achruh. "Pendidikan Spiritualisme dalam Perspektif Al-Quran". Al-Musannif 4, nr 2 (31.12.2022): 101–18. http://dx.doi.org/10.56324/al-musannif.v4i2.72.

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This article aims to analyze spiritualism education in the Quran. The discussion focuses on four sub-discussions, namely: (1) The meaning of spiritualism in the Quran; (2) spiritual aspects of the Quran; (3) methods of Quran spirituality; and (4) the implications of Quran spirituality. This literature review documents various books, journals, and other research results as data sources. The collected data were then analyzed using content analysis techniques. The results of the study show that the concept of spiritualism in the perspective of the Koran is related to the world of the spirit, close to God, contains mysticism and interiority, and is equated with the essentials. Based on tracing the verses of the Quran, the three dimensions of spirituality in it are the dimension of transcendental, the dimension of norms, and the dimension of values. There are three methods of Quranic spirituality, namely tazakkur (remembrance of Allah), tafakkur (thinking about nature), and tadabbur (thinking about revelations or verses of Allah). The implications of the spirituality of the Koran are manifested in two terms in tasawuf spiritualism, namely al-maqāmat (the path to Sufism) and al-aḥwāl (the Sufi character).
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Zinn, Lorraine M. "Spirituality in Adult Education". Adult Learning 8, nr 5-6 (maj 1997): 26–30. http://dx.doi.org/10.1177/104515959700800514.

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&NA;. "Continuing Nursing Education: Spirituality". Journal of Christian Nursing 16, nr 2 (1999): 22. http://dx.doi.org/10.1097/00005217-199916020-00009.

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Calman, Kenneth. "Spirituality and medical education". Medical Education 42, nr 2 (22.01.2008): 123–25. http://dx.doi.org/10.1111/j.1365-2923.2007.02979.x.

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Carr, David. "Music, Spirituality, and Education". Journal of Aesthetic Education 42, nr 1 (2008): 16–29. http://dx.doi.org/10.1353/jae.2008.0005.

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Rozprawy doktorskie na temat "Spirituality for education"

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Pedraza, Lisandra. ""Because they are spiritually discerned" spirituality in early childhood education /". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148754582.

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Zurmehly, Deborah Justice. "Investigating Spirituality Within Teaching in Two Early Childhood Classrooms: Enacting Spiritually Connective Teaching". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408972499.

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Riaz, Omar. "Spirituality and Transformational Leadership in Education". FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/654.

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The purpose of this study was to investigate the relationship between school principals’ self-reported spirituality and their transformational leadership behaviors. The relationship between spirituality and transactional leadership behaviors was also explored. The study used Bass and Avolio’s (1984) Full Range Leadership Model as the theoretical framework conceptualizing transformational leadership. Data were collected using online surveys. Overall, six principals and sixty-nine teachers participated in the study. Principal surveys contained three parts: the Multifactor Leadership Questionnaire (MLQ Form-5X Short), the modified Spirituality Well-Being Scale (SWBS) and demographic information. Teacher surveys included two parts: the MLQ-5X and demographic information. The MLQ-5X was used to identify the degree of principals’ transformational and transactional leadership behaviors. The modified SWBS (Existential Well Being) was used to determine principals’ degree of spirituality. The correlation coefficients for the transformational leadership styles of inspirational motivation and idealized behavioral influence were significantly related to principals’ spirituality. In addition, a multiple regression analysis including the five measures of transformational leadership as predictors suggested that spirituality is positively related to an individual’s transformational leadership behaviors. A multiple regression analysis utilizing a linear combination of all transformational leadership and transactional measures was predictive of spirituality. Finally, it appears that the inspirational motivation measure of transformational leadership accounts for a significant amount of unique variance independent of the other seven transformational and transactional leadership measures in predicting spirituality. Based on the findings from this study, the researcher proposed a modification of Bass and Avolio’s (1985) Full Range Leadership Model. An additional dimension, spirituality, was added to the continuum of leadership styles. The findings from this study imply that principals’ self-reported levels of spirituality was related to their being perceived as displaying transformational leadership behaviors. Principals who identified themselves as “spiritual”, were more likely to be characterized by the transformational leadership style of inspirational motivation.
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Hicks, Terence. "Spirituality Research Studies in Higher Education". Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.

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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions. This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.
https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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Orbinati, Albert G. "Spirituality and learning| An exploration into the understanding of spirituality in adult education". Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3727098.

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The purpose of this basic qualitative research was to gain a deeper understanding of how spirituality informs adult learning. Using transformative and holistic learning as major theoretical frameworks, qualitative interviewing was used to identify the viewpoints of eight spiritually focused adult educators associated with the Center for Spirituality. Transcriptions of the interviews were analyzed using inductive and comparative methods to develop a series of codes and themes related to participants’ understandings of spirituality, adult learning, and how spirituality may inform or affect learning as an adult. Results of the study suggest that spirituality informs transformative learning by providing: (a) a context through which adults may understand the meaning of their learning experience, and (b) a context for the justification of deeply held understandings and beliefs—both of which inform the foundation of transformative learning: habits of mind and points of view.

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Webster, Robert Scott, i n/a. "An Existential Framework of Spirituality for Education". Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070215.170759.

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The research reported here addressed the questions 'what is spirituality?' and 'how should spiritual development be provided in education?'. The literature reviewed indicated confusion and uncertainty over the meaning of the concept spirituality, and the only guidance as to how spiritual development should be facilitated, was mainly from a religious perspective. This however, proved to be problematic for adoption into state-run educational institutions, where religious education is not provided for. As spiritual development is an aspect of the overall educative development of individuals, attention was given to what is meant by both 'education' and the 'educated person'. This initial research provided the context by which spiritual development could be understood and grounded in accepted and well argued notions of what interventions into the development of the individual are to count as educational. This also clarified the context for which the formulated framework of spirituality was to have implications. The major approach of this research was philosophical, in that an existential perspective was sought to develop a framework of spirituality that was able to embrace both religious and secular contexts of education. The major works examined were those written by Søren Kierkegaard, Friedrich Nietzsche and Martin Heidegger, because these were argued to have most relevance for spirituality and spiritual development of the educated person. While these works were analysed one philosopher at a time, the existential perspective that was relevant for spirituality was developed using common themes found in their writings. Consequently this approach produced a rather eclectic view of Existentialism that down-plays the many differences that exist between these philosophers. An existential framework of spirituality was then formulated using the philosophy of these contributors as the foundation. This framework is argued to be more effective than the other frameworks of spirituality that were identified in the literature reviewed. Its implications for education practice were developed and argued. The evaluative applicability of the framework was then illustrated and tested through a critique of an educational project in Queensland. It was beyond the scope of this thesis to test the framework any further than this particular case. However, further research is recognised as being required to test other aspects of the framework.
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Webster, Robert Scott. "An Existential Framework of Spirituality for Education". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367445.

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The research reported here addressed the questions 'what is spirituality?' and 'how should spiritual development be provided in education?'. The literature reviewed indicated confusion and uncertainty over the meaning of the concept spirituality, and the only guidance as to how spiritual development should be facilitated, was mainly from a religious perspective. This however, proved to be problematic for adoption into state-run educational institutions, where religious education is not provided for. As spiritual development is an aspect of the overall educative development of individuals, attention was given to what is meant by both 'education' and the 'educated person'. This initial research provided the context by which spiritual development could be understood and grounded in accepted and well argued notions of what interventions into the development of the individual are to count as educational. This also clarified the context for which the formulated framework of spirituality was to have implications. The major approach of this research was philosophical, in that an existential perspective was sought to develop a framework of spirituality that was able to embrace both religious and secular contexts of education. The major works examined were those written by Søren Kierkegaard, Friedrich Nietzsche and Martin Heidegger, because these were argued to have most relevance for spirituality and spiritual development of the educated person. While these works were analysed one philosopher at a time, the existential perspective that was relevant for spirituality was developed using common themes found in their writings. Consequently this approach produced a rather eclectic view of Existentialism that down-plays the many differences that exist between these philosophers. An existential framework of spirituality was then formulated using the philosophy of these contributors as the foundation. This framework is argued to be more effective than the other frameworks of spirituality that were identified in the literature reviewed. Its implications for education practice were developed and argued. The evaluative applicability of the framework was then illustrated and tested through a critique of an educational project in Queensland. It was beyond the scope of this thesis to test the framework any further than this particular case. However, further research is recognised as being required to test other aspects of the framework.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Full Text
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Fjelstrom, Jo. "Spirituality and atheist social work students| Contributions for curriculum content on spirituality". Thesis, Colorado State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10138058.

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The purpose of this constructivist study was to gain information about a criterion sample of atheist social work students concerning their experiences and perspectives of spirituality and curriculum content on spirituality. Most of the twenty-two participants formed their atheist worldviews against the tide of a religious upbringing, primarily due to their assessment of a dissonance between their evaluations of reality and religious beliefs. From the findings and the literature, suggestions are made for curriculum content on spirituality: (a) educators should frame worldviews as constructions and treat mystical elements as cultural phenomena; (b) content should have a professional focus with academically appropriate content; (c) curriculum content should be planned around the goal of training social work students to effectively address issues about worldviews in practice; (d) inclusive language and content should be utilized that covers all worldviews, including atheist and other naturalist worldviews; (e) biases, stereotypes, and privilege should be addressed and countered; (f) specific dialogic techniques should be developed for use in the classroom; (g) educators who will teach content on worldviews should have specific training for teaching material on spirituality and worldviews; and (h) a task force should be formed to create guidelines for curriculum content on spirituality.

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Ofstein, Jennifer Beth. "Religion, Spirituality, and Popular Culture: Where College Students Learn About Religion and Spirituality". NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-05072007-163109/.

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This study aims to assess if students are learning about religion and spirituality from popular culture, and if it subsequently affects their understanding of their own religious or spiritual identity, or the religious and spiritual identities of others. Utilizing the theoretical frameworks of Perry?s (1970) scheme of Intellectual and Ethical Development, Belenky, Clinchy, Goldberger, and Tarule?s (1986) theory of Women?s Ways of Knowing, and Gerbner?s et al. (1978) Cultivation Theory, I assessed whether students are affected by participating in popular media and if they identify the media as an authority in their own understanding of religion and spirituality.
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Walsh, Dale. "Art and secular spirituality". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33946.

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Despite the numerous examples throughout history, the study of secular spirituality in art was mostly ignored until recently by contemporary writers, critics, historians, philosophers and educators. In my thesis, through the examination of selected images and writings, I determine how a differentiation between doctrinal and secular spirituality can be established. The importance of a rooted cosmopolitan outlook with respect to cross-cultural artistic manifestations is explored with the aim of synthesizing spiritual elements that transcend all cultures. The political, social and educational implications of ignoring spirituality are examined. A proposal to incorporate spirituality into education is introduced using art as a means to self-knowledge and understanding the implications of interconnectedness.
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Książki na temat "Spirituality for education"

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Spirituality and education. New York: Routledge Falmer, 2001.

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Stoltz, Tania, i Angelika Wiehl, red. Education – Spirituality – Creativity. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6.

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J, Murphy Dennis. Spirituality of Catholic education. Toronto, Ont: The Catholic Register, 2005.

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Henderson, Ann Elizabeth. Spirituality and religious education. [s.l.]: typescript, 1990.

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Wane, Njoki N., Energy L. Manyimo i Eric J. Ritskes, red. Spirituality, Education & Society. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-603-8.

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McGovern, Arthur F. Jesuit education and Jesuit spirituality. St. Louis, MO: Seminar on Jesuit Spirituality, 1988.

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Spirituality, religion, and peace education. Charlotte, NC: IAP-Information Age Pub., 2010.

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Spirituality, education & society: An integrated approach. Rotterdam [The Netherlands]: Sense Publishers, 2011.

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1945-, Best Ron, red. Education, spirituality, and the whole child. London: Cassell, 1996.

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Martin, Dowson, i Devenish Stuart, red. Religion and spirituality. Charlotte, N.C: Information Age Pub., 2010.

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Części książek na temat "Spirituality for education"

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Brunal, Adelin. "Spirituality". W Spirituality, Education & Society, 169–81. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-603-8_12.

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Wane, Njoki N. "Spirituality". W Spirituality, Education & Society, 67–82. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-603-8_5.

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Stoltz, Tania, i Angelika Wiehl. "Education – Spirituality – Creativity. Reflections on Waldorf Education". W Education – Spirituality – Creativity, 3–17. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_1.

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Lovelock, Pauline. "Investigating Children’s Spirituality". W Paradoxes in Education, 239–50. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-185-8_12.

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Wiehl, Angelika. "Education – Learning – Practicing as Activities of the I. A Waldorf Educational Perspective". W Education – Spirituality – Creativity, 311–24. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_17.

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McCall, Theo D. "Positive Spirituality". W The Palgrave Handbook of Positive Education, 581–608. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_23.

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AbstractPositive spirituality is about acknowledging the personal spiritual growth that can occur through the use of some techniques from positive psychology. Contemporary educational philosophy within secular government educational departments rarely, if ever, addresses the notion of a spiritual life within educational institutions. Religious schools, on the other hand, usually include prayer and spirituality at the foundation of their educational aims. There is a clear disconnection between the two systems in this respect. Positive spirituality potentially provides a bridge between these two systems, bringing a focus on a broad notion of spirituality to otherwise secular government/public systems, and scientifically validated approaches to potentially narrowly focused religious schools. For instance, meditative techniques, relaxation, and physical stillness can help bring spiritual awareness to the fore, and in the process highlight a connection to something larger than oneself—the very goal of all mystics and a noble educational objective as teachers strive to inspire a greater sense of meaning and purpose in their students.
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Romanelli, Rosely Aparecida. "Education, Gender and Spirituality". W Education – Spirituality – Creativity, 343–64. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_19.

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Siemsen, Felicia. "Inclusion in Preschool Education". W Education – Spirituality – Creativity, 421–33. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_22.

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Erdin, Gisela. "Education of Human Sexuality". W Education – Spirituality – Creativity, 395–420. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_21.

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Rawson, Martyn. "Waldorf Education and Postmodern Spirituality". W Education – Spirituality – Creativity, 55–77. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_4.

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Streszczenia konferencji na temat "Spirituality for education"

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London, Robert. "Spirituality and Education: A Holistic Framework". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444822.

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Betakore, Yoel, Ekawati Wulansari i Fredik Boiliu. "Student Spirituality Formation through Christian Religious Education". W Proceedings of the 6th Batusangkar International Conference, BIC 2021, 11 - 12 October, 2021, Batusangkar-West Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.11-10-2021.2319606.

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Wahyuni, Esa Nur, Rahmat Aziz i Retno Mangestuti. "Family, Spirituality, and Mental Health in Higher Education". W International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008589703760385.

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Mureşan, Alexandru. "Spirituality In Sport In Different Historical Contexts". W ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.26.

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Montelongo, Ricardo. "Teaching Spirituality in Higher Education Graduate Programs: A Duoethnography". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1879264.

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Lumintang, Shendy Carolina. "Theology of Reformed Spirituality in Disruption Era". W International Conference on Theology, Humanities, and Christian Education (ICONTHCE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220702.048.

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Hoeg, Darren. "Eco-Spirituality in Science Education: Contradictions in Intent and Practice". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441279.

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Mata-McMahon, Jennifer. "Creating Connections Between Spirituality and Play for Early Childhood Education". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433749.

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Ian P. De Vera, Fritzie. "UNDERSTANDING THE SPIRITUALITY OF TEACHER LEADERS IN EDUCATIONAL INSTITUTIONS IN ASIA". W International Conference on Education. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/24246700.2018.4217.

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Edy Purwanto, Edy, Edy Purwanto i Anwar Sutoyo. "Contributing Spirituality Account for Teacher Motivation at School". W Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.82.

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Raporty organizacyjne na temat "Spirituality for education"

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Wuest, Leslie. Factors Associated with Inclusion of Spirituality in Secular Social Work Education. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.301.

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