Discipline and Spirituality
in a Post-modern World: the external and internal agendas
by Tim Small
Based on keynote address first
given to the Norfolk Association of Secondary Deputies, Blakeney,
November 2002.
Outline:
1.
Introduction
2.
Stories and characters
3.
Types of Discipline
A continuum, from external
(and dependent on external application) to internal (and therefore
free of dependency):
- Despotic
- Military
- Organisational
- Functional
(drawn from the activity/study)
- Self-discipline
Institutional forms of
discipline (e.g. military and organisational), which do not
have much regard for the ‘self’ of each individual,
are losing support and acceptance rapidly, especially amongst
the young. Danger of reversion back ‘up’ the model
when under threat. Self-discipline
is engendered by parents, teachers modelling self-value and
giving children ‘space’ to ‘be who they
really are’ – an expression of love.
4.
The Post-modern World
(with reference to Harvey
Gillman’s Lectures as Rowntree Fellow, 2001-2: Communicating
the Spiritual Quest in a Puzzled World)
- individual
morality
- fragmented
meaning
- loss
of respect for institutional forms
- corresponding
‘thirst’ for meaningfulness and ‘belonging’
5.
A ‘New’ Spirituality
(with reference to Guy Claxton’s
inaugural lecture: Opening minds: The Scientific and Spiritual
Foundations for the Schools We Need: University of Bristol, 2002)
Widespread desire for (non-‘religious’?)
spiritual experience characterised by:
- sense
of aliveness
- belonging/connectedness
- affinity
with mystery
- peace
of mind
Danger of ‘surrogate
experiences’ or ‘short-cuts’
Relationship with learning
Difference between personal
power and institutional power
6.
What can schools do (or, perhaps, how could they ‘be’)?
Suggestions under five
headings: create space; attend to spirituality; respect individuals;
build flexibility; ending with where to begin: look after
your Self!
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