Healing the physical/spiritual divide through a holistic and hermeneutic approach to education Webster, R. Scott 2013, Healing the physical/spiritual divide through a holistic and hermeneutic approach to education, International journal of children's spirituality, vol. 18, no. 1, Special issue: Spirituality and physicality : crossing thresholds, pp. 62-73, doi: 10.1080/1364436X.2012.755955. Attached Files Name Description MIMEType Size Downloads Title Healing the physical/spiritual divide through a holistic and hermeneutic approach to education Author(s) Webster, R. Scott orcid.org/0000-0002-5253-4894 Journal name International journal of children's spirituality Volume number 18 Issue number 1 Season Special issue: Spirituality and physicality : crossing thresholds Start page 62 End page 73 Total pages 12 Publisher Routledge Place of publication London, Eng. Publication date 2013 ISSN 1364-436X 1469-8455 Keyword(s) education Dewey Gadamer hemeneutics Summary In this special edition of the journal, attention is being given to the two dimensions of spirituality and physicality. In this particular paper I argue that there is an unhelpful divide that is often assumed to exist between these two dimensions and that this divide can be transcended or healed' through a holistic and hermeneutic approach to education. Rather than give our focus to narrower concerns such as spiritual education and physical education, we ought instead to pursue education in such a way that it is understood to necessarily be inclusive of both the physical and the spiritual simultaneously. That is, our spirituality is necessarily embodied in the physical. In order to make this argument, references to holistic education shall mainly draw upon the works of Dewey and Gadamer. Language eng DOI 10.1080/1364436X.2012.755955 Field of Research 130202 Curriculum and Pedagogy Theory and Development Socio Economic Objective 939999 Education and Training not elsewhere classified HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2013, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30056172 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 24 Sep 2013, 11:14:45 EST Tue, 24 Sep 2013, 11:45:14 EST Tue, 24 Sep 2013, 14:47:37 EST Mon, 30 Sep 2013, 09:55:06 EST Tue, 01 Oct 2013, 08:46:35 EST Fri, 13 Jun 2014, 18:23:43 EST Wed, 21 Jan 2015, 11:10:09 EST Mon, 14 Mar 2016, 08:08:37 EST Wed, 17 Aug 2016, 08:40:31 EST Tue, 06 Sep 2016, 21:35:29 EST Filtered Full Citation counts:   Cited 5 times in TR Web of Science Cited 5 times in Scopus Search Google Scholar Access Statistics: 393 Abstract Views, 7 File Downloads  -  Detailed Statistics Created: Tue, 24 Sep 2013, 11:14:31 EST by Allison Moloney

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