Engaging with Spirituality in the Classroom by Elliott Shaw
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This piece seeks to examine the way in which Charlotte Mason understood the identity of the child, with particular reference to the child’s perceived distinctive spiritual attributes. In keeping with a number of writers of the period, Mason viewed the child to have a particularly close connection to the divine and, thus, a privileged spiritual identity. This account of Mason’s view of the spirituality of the child is contextualized within an examination of the broader cultural trends of the 19th century. Further to this my research seeks to situate Mason’s view of the child within a broader historical trajectory of educational reflection on the spirituality of the child. While much useful work has been done on integrating spiritual awareness into teaching, there is arguably scope for a deeper understanding of the way in which theories about the place of childhood spirituality in education have developed over time. By situating Mason’s thought within this context, it is hoped that this piece can facilitate a deeper understanding of this area for both practitioners and nonpractitioners, and provide a framework useful to teachers interested in teaching about spirituality in the classroom. **Available here as a digital download or as a paperback on Amazon.**
The multi-authored Charlotte Mason Centenary Monograph series is designed to highlight and explore the continuing educational and leadership relevance of Charlotte Mason (1842–1923) through the collective contributions of the Armitt Museum and Library, the University of Cumbria, the Charlotte Mason Institute, and other scholars and practitioners worldwide.
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