Abstract
The notion of wellbeing and education has become a topical issue in Australia. This could be, potentially, a response to the research in recent years in the fields of health and youth studies that highlight the disillusionment that afflicts many of our young people. Also notable is the distancing of many young people from traditional institutions such as religious traditions which provided some meaning and purpose to the lives of past generations. Instead, the contemporary search for something that may give meaning to their lives often leads young people into spaces without boundaries. This “dabbling” does not always lead to satisfaction, happiness, or wellbeing, and new ways to address this issue are required.
This chapter draws on the spirituality factor in human life to argue for an education that nurtures and gives expression to the inner and outer lives of students so that there is a greater chance of promoting balance and wellbeing for students to live and function effectively within their communities. In particular, it explores the concept of conscious and nonconscious learning which may help young people develop their individuality, view the world from a different perspective and become more understanding and inclusive of others who are different. Potentially, such an approach to learning will promote social cohesion and wellbeing for individuals and their communities.
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de Souza, M. (2009). Promoting Wholeness and Wellbeing in Education: Exploring Aspects of the Spiritual Dimension. In: de Souza, M., Francis, L.J., O’Higgins-Norman, J., Scott, D. (eds) International Handbook of Education for Spirituality, Care and Wellbeing. International Handbooks of Religion and Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9018-9_36
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