Learning beyond the surface: Engaging the cognitive, affective and spiritual dimensions within the curriculum Buchanan, MT and Hyde, Brendan 2008, Learning beyond the surface: Engaging the cognitive, affective and spiritual dimensions within the curriculum, in International Journal of Children's Spirituality, pp. 309-320, doi: 10.1080/13644360802439458. Attached Files Name Description MIMEType Size Downloads Title Learning beyond the surface: Engaging the cognitive, affective and spiritual dimensions within the curriculum Author(s) Buchanan, MT Hyde, Brendan orcid.org/0000-0003-3633-5366 Title of proceedings International Journal of Children's Spirituality Publication date 2008 Start page 309 End page 320 Total pages 12 Keyword(s) Arts & Humanities Religion cognitive affective spiritual dimensions curriculum learning Summary In Australia the separation of mind, body and spirit by secular society has had a significant influence on educational trends. An outcomes-based approach to education, with an emphasis on cognitive learning, has meant that the affective and spiritual dimensions of students' lives have often been understated. Classroom programs in religious education have been affected by this educational climate where the pendulum has swung in favour of the achievement of cognitive learning outcomes. The cognitive dimension of learning is an integral part of the learning dynamic. However the roles of thinking, feeling and reflecting/intuiting are complementary within this process. Religious education is one curriculum area that can effectively address the interplay between the cognitive, affective and spiritual dimensions of learning. This paper outlines a model explored with pre-service teachers at a publicly funded Catholic university. This model addresses the complementarity of the cognitive, affective and spiritual dimensions of learning. Examples of pre-service teachers' work are drawn upon to demonstrate the interplay of these dimensions and to show how in practice this might be achieved within school curricula. © 2008 Taylor & Francis. ISSN 1364-436X 1469-8455 DOI 10.1080/13644360802439458 Indigenous content off Field of Research 1302 Curriculum and Pedagogy 2204 Religion and Religious Studies HERDC Research category EN.1 Other conference paper Persistent URL http://hdl.handle.net/10536/DRO/DU:30154412 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges   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 Fri, 13 Aug 2021, 14:26:34 EST Wed, 01 Sep 2021, 08:47:00 EST Mon, 17 Jan 2022, 12:12:27 EST Thu, 03 Mar 2022, 11:33:41 EST Filtered Full Citation counts:   Cited 18 times in TR Web of Science Cited 22 times in Scopus Search Google Scholar Access Statistics: 26 Abstract Views, 31 File Downloads  -  Detailed Statistics Created: Fri, 13 Aug 2021, 14:26:34 EST