Urgency of the research. Much research is related to understanding spiritual issues regarding education. Such attempts require some basic definitions or descriptions of the term “spiritual”, which have different meanings and possible interpretations. Spirituality can be associated with answering basic life questions, developing a greater sense of self, nurturing inner life, and connecting people to intangible well-being. But not only ideas about spirituality relate to the inner resources of human life, they must be reconciled with the desire for external progress. Individuals are aware of themselves in the world, and teachers must analyze how to develop various aspects of the development of consciousness. If spirituality is to be discussed in relation to education, it may be necessary to rethink both the description of the term “spirituality” and the modern purposes of the secular school, since students construct knowledge and their own identity partly within the class where they study. Education takes place in a social and historical context, and the disconnection of spiritual problems from schooling is a problem that needs to be addressed in educational reform.

Target setting. Most current scholars of pedagogical direction recognize the importance of recognizing the spiritual component of education, demarcating the difference between religious and spiritual problems. Most problems of spiritual education are not impossible to solve, but there are different, conceptually different, ways of solving them. An unbiased approach to this issue enables the current discourse to move beyond the conceptual barriers faced by spirituality and to allow its more complex understanding, which is not dependent on a dominant globalized view.

Actual scientific researches and issues analysis. Significant contribution to the development of ideas for the introduction of spiritual pedagogy in the educational process made by foreign educators and thinkers, namely: J. Crossman, C. Joldersma, L. Miller, P. Palmer, D.  Purpel, A. Zajonc. At the same time, there are no generalizing works on the problem of introduction and realization of spirituality in the educational space.

The research objective. Analysis pedagogical approaches, namely: secular and religious, in defining, understanding and realizing the idea of spirituality in education.

The statement of basic material. The article deals with the problems of implementation and realization of spirituality in the educational space. Particular attention is paid to the importance of recognizing the spiritual component of education, marking the difference between religious and spiritual issues.

Conclusions. Most of the spiritual problems in education are not of a definitive nature, but are conceptual and informal. The cognitive map that exists for secular teaching puts science on one side and spiritual issues on the other, but cognitive spirituality lies on both sides of the map. International perspectives on the subject may allow current discourse to move beyond the conceptual barriers facing spirituality and allow for a more complex understanding of it that is independent of the dominant globalized view. A phenomenological perspective allows one to understand spirituality by fluctuating from individual to community, from life-giving justice to the vital contingent of life, so that one experiences spirituality without directly identifying the source.

Keywords: spirituality, education, upbringing, educational space, meaning of human life.

References

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