David Carr is Professor of Philosophy of Education in the Faculty of Education of the University of EdinburghJohn Haldane is Professor of Moral Philosophy at the University of St. Andrews.

• Introduction D. Carr & J. Haldane Part 1: Philosophy and spirituality 1. The very idea of spiritual values J. Haldane 2. Making spirits attentive: Moral and spiritual development M. McGhee 3. Spirituality, science and morality J. Cottingham 4. Spirituality and virtue 5. Spirituality, Stoic meditations and the shaping of character Part 2: Aspects of spirituality 6. Metaphor, cognition and spirituality reality M. Halstead 7. For spirit and against spirituality J. Dunne 8. Images of spirituality: Traditional and contemporary I. Yob 9. Scholarship and spirituality J. Sullivan 10. Spiritual learning: Good for nothing? J. Astley Part 3: Spirituality and education 11. Spiritual development and the Qualifications and Curriculum Authority J. Keast 12. Longing to connect: Spirituality in public schools D. Vokey 13. Education in spirituality and the common school T. McLaughlin 14. Spiritual development, pluralism and the limits of common schooling K. Mott-Thornton 15. Three conceptions of spirituality for spiritual education D. Carr

'It ought to grace college libraries if spirituality is to become more securely based in schools.' Times Educational Supplement (Book of the week)'There is renewed interest in spirituality and philosophical analysis in Educational Studies as a reaction against the dominance of market values and of 'technical' studies of school effectiveness and improvement, at the same time there is a relative shortage of quality texts on this subject. This proposed book will make a sophisticated contribution to the field.' - Gerald Grace, Institute of Education, University of London'This important book forms a symphony of approaches to spirituality and education, and benefits from the multiplicity of views ... it can be read with much profit by anyone seriously interested in the nature and shortcomings of contemporary sprituality.' - The Scientific and Medical Network'The essays are wide-ranging, scholarly and thought-provoking... This book adds substantially to the stock of academic knowledge about spirituality.' - Cheryl Hunt, Adults Learning'The editors provide an excellent summary of the contents and no shorter statement is going to do justice to the breadth and richness of the material to be found here.''I was much engaged by the ideas presented here...Overall, I consider my horizons to have been widened in many ways by reading this book...It is a book which celebrates the phiosophical project and illuminates a shadowy, but crucial, aspect of education.' both -Rob Best, British Journal of Educational Studies, June 2005

David Carr is Professor of Philosophy of Education in the Faculty of Education of the University of EdinburghJohn Haldane is Professor of Moral Philosophy at the University of St. Andrews.

• Introduction D. Carr & J. Haldane Part 1: Philosophy and spirituality 1. The very idea of spiritual values J. Haldane 2. Making spirits attentive: Moral and spiritual development M. McGhee 3. Spirituality, science and morality J. Cottingham 4. Spirituality and virtue 5. Spirituality, Stoic meditations and the shaping of character Part 2: Aspects of spirituality 6. Metaphor, cognition and spirituality reality M. Halstead 7. For spirit and against spirituality J. Dunne 8. Images of spirituality: Traditional and contemporary I. Yob 9. Scholarship and spirituality J. Sullivan 10. Spiritual learning: Good for nothing? J. Astley Part 3: Spirituality and education 11. Spiritual development and the Qualifications and Curriculum Authority J. Keast 12. Longing to connect: Spirituality in public schools D. Vokey 13. Education in spirituality and the common school T. McLaughlin 14. Spiritual development, pluralism and the limits of common schooling K. Mott-Thornton 15. Three conceptions of spirituality for spiritual education D. Carr

'It ought to grace college libraries if spirituality is to become more securely based in schools.' Times Educational Supplement (Book of the week)'There is renewed interest in spirituality and philosophical analysis in Educational Studies as a reaction against the dominance of market values and of 'technical' studies of school effectiveness and improvement, at the same time there is a relative shortage of quality texts on this subject. This proposed book will make a sophisticated contribution to the field.' - Gerald Grace, Institute of Education, University of London'This important book forms a symphony of approaches to spirituality and education, and benefits from the multiplicity of views ... it can be read with much profit by anyone seriously interested in the nature and shortcomings of contemporary sprituality.' - The Scientific and Medical Network'The essays are wide-ranging, scholarly and thought-provoking... This book adds substantially to the stock of academic knowledge about spirituality.' - Cheryl Hunt, Adults Learning'The editors provide an excellent summary of the contents and no shorter statement is going to do justice to the breadth and richness of the material to be found here.''I was much engaged by the ideas presented here...Overall, I consider my horizons to have been widened in many ways by reading this book...It is a book which celebrates the phiosophical project and illuminates a shadowy, but crucial, aspect of education.' both -Rob Best, British Journal of Educational Studies, June 2005

David Carr is Professor of Philosophy of Education in the Faculty of Education of the University of EdinburghJohn Haldane is Professor of Moral Philosophy at the University of St. Andrews.

• Introduction D. Carr & J. Haldane Part 1: Philosophy and spirituality 1. The very idea of spiritual values J. Haldane 2. Making spirits attentive: Moral and spiritual development M. McGhee 3. Spirituality, science and morality J. Cottingham 4. Spirituality and virtue 5. Spirituality, Stoic meditations and the shaping of character Part 2: Aspects of spirituality 6. Metaphor, cognition and spirituality reality M. Halstead 7. For spirit and against spirituality J. Dunne 8. Images of spirituality: Traditional and contemporary I. Yob 9. Scholarship and spirituality J. Sullivan 10. Spiritual learning: Good for nothing? J. Astley Part 3: Spirituality and education 11. Spiritual development and the Qualifications and Curriculum Authority J. Keast 12. Longing to connect: Spirituality in public schools D. Vokey 13. Education in spirituality and the common school T. McLaughlin 14. Spiritual development, pluralism and the limits of common schooling K. Mott-Thornton 15. Three conceptions of spirituality for spiritual education D. Carr

'It ought to grace college libraries if spirituality is to become more securely based in schools.' Times Educational Supplement (Book of the week)'There is renewed interest in spirituality and philosophical analysis in Educational Studies as a reaction against the dominance of market values and of 'technical' studies of school effectiveness and improvement, at the same time there is a relative shortage of quality texts on this subject. This proposed book will make a sophisticated contribution to the field.' - Gerald Grace, Institute of Education, University of London'This important book forms a symphony of approaches to spirituality and education, and benefits from the multiplicity of views ... it can be read with much profit by anyone seriously interested in the nature and shortcomings of contemporary sprituality.' - The Scientific and Medical Network'The essays are wide-ranging, scholarly and thought-provoking... This book adds substantially to the stock of academic knowledge about spirituality.' - Cheryl Hunt, Adults Learning'The editors provide an excellent summary of the contents and no shorter statement is going to do justice to the breadth and richness of the material to be found here.''I was much engaged by the ideas presented here...Overall, I consider my horizons to have been widened in many ways by reading this book...It is a book which celebrates the phiosophical project and illuminates a shadowy, but crucial, aspect of education.' both -Rob Best, British Journal of Educational Studies, June 2005