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The Difficult Paths of Spirituality in Education: Between Secular Institutionalism and Informal Practices for Personal Self-improvement

„Аз-буки“ by „Аз-буки“
09-11-2023
in Uncategorized
A A

Konstantin Teodosiev
Sofia University

https://doi.org/10.53656/ped2023-9.8

Abstract. This present article, presented in the form of a scholarly essay, explores the role of non-formal education in bridging a significant gap within formal education, specifically concerning the introduction to various spiritual teachings and the potential for their practical application. It delves into the interplay between personal development, spiritual growth, and religious devotion. The article endeavors to systematically outline the reasons behind the limitations and deficiencies within formal education when it comes to nurturing an individual's spiritual development. It highlights the wealth of diverse content that non-formal education offers in the realm of spiritual doctrines and practices. Moreover, the article scrutinizes the challenges and complexities faced by individuals seeking to engage in spiritual disciplines when establishing criteria for evaluating the authenticity of the provided training, as well as the competence and ethical standards of their instructors. It pays special attention to the role of communities as the nurturing environment for learning, juxtaposing the favorable aspects with the potential pitfalls that may surface within the dynamics of group processes.
Keywords: non-formal education; personal development; spiritual development; self-improvement

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Default ThumbnailLevel of Formation of Sociolinguistic and Sociocultural Competences in the Pupils in Primary School in their Parents’ Opinions Default ThumbnailModel of Pedagogical Technology for Formation of Public and Civic Competencies Default ThumbnailSets of Non-Self-Intersecting Paths Connecting the Vertices of a Convex Polygon Default ThumbnailProject “Educational and Rehabilitation Hub” in the Conditions of War and Post-War Times: the Alternative Model

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Pedagogy, Number 9/2023, Volume 95

Toward Re-founding the Learning of Literature FN the Competence Approach

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