1. Critical Evaluation: De Souza, M. (2006). Rediscovering the spiritual dimension in education: promoting a sense of self and place, meaning and purpose in learning. In M. de Souza, G. Durka, K. Engebretson, R. Jackson & A. McGrady. International handbook of the Religious, Moral and Spiritual dimensions in education (pp. 1127-1139). Dordrecht, Netherlands: SpringerLink. The presentation will contain 3 parts. 1. Some key insights that have been gained from the reading 2. Connections made from the reading content to learnings from previous in the unit 3. The implications for school leadership and Religious Education.

2. Key Learning: Spirituality plays an essential role in the learning process and that Spirituality aids in the development of school educational programs where teaching and learning promote a sense of self, meaning, purpose and place. (De Souza, 2006). Connection to Previous Learnings. Spiritual education needs to be taught in all classes, teaching promotion of self, meaning, purpose and place. Whole student education is important – not only the role of RE teacher Spirituality is best developed in a holistic environment where authentic experiences nurture its growth and development. (Bellous & Csino, 2009). Implications for Leadership and Religious Education and School Leadership. Maintenance of spiritually rich classrooms. Inclusive Meaningful Relational Independent work Supportive teachers. (Bellous, 2007).

3. Key Learning: Young people are exposed to the values of celebrities and sports stars and see these as being the values they should live up to. What young people need to realise is that they need to look at the Gospel values that include respect, truth, empathy and honesty, and live by these values. These values can be modelled at schools in religious education classes and the spiritual dimension of a school. (De Souza, 2006). Connection to Previous Learnings. Christian life is highly influenced by the values of Christians. Christian spirituality is concerned with all of Christian life. (Downey, 1997). Catholic school leaders and teachers need to promote positive role models that have good values, for our students to look up to. Implications for Leadership and Religious Education and School Leadership. Cultural influences on values including celebrity and social media. Contemporary youth need better values education, this leads to positive spiritual growth,

4. Key Learning: Spirituality - no longer seen as the field of theology and religion. Spirituality today is influenced by a broad range of other fields including social work, mental health and sociology. (De Souza, 2006). New ways are needed to promote and nurture spirituality in schools. (De Souza, 2006) Connection to Previous Learnings. Spirituality part if every person (Rolheiser, 1999). Schools need to be active in promotion of spirituality, and lead the education in spirituality. Implications for Leadership and Religious Education and School Leadership. Spirituality is informed by cultural influences. Young people in general are spiritual but not religious, and have a desire to live life to its fullest. (Rossiter, 2011). Leaders and RE teachers need to promote that living life to the full is what Jesus wants students to do.

5. Key Learning: Education of whole person. Transformational learning - education of the whole person. Spiritual, emotional and intellectual. Spiritual and emotional intelligence are important because they help people to think, feel and reflect. Intellectual level (Knowledge based). Emotional Level (Feelings based). Connection to Previous Learnings. Learning styles must nurture the human spirit. (Bellous & Csinos, 2009). Done by curriculum development and current learning frameworks. Implications for Leadership and Religious Education and School Leadership. Teacher model through actions and beliefs and are aware of whole student education. (Sunley, 2009) Leadership needs to ensure that whole student is educated. (Tirri, 2012).

6. Key Learning: To nurture spirituality in schools and connect to the students to help them find meaning in their lives, teachers need to realise that this does not just happen in the classroom. Whole school change needs to occur, and relationships need to be formed to support the spiritual, intellectual and emotional growth. (De Souza, 2006). Connection to Previous Learnings. Evolution of ways of teaching spirituality. Moving away from traditional spirituality, to one that is more appealing to the students. (Rossiter, 2010). College leadership needs to encourage teachers to nurture the student’s development of spirituality, all the while focusing on the future. Implications for Leadership and Religious Education and School Leadership. Teachers need to educate with a mind on the future and not just educate the students for the present. (Sunley, 2009). Students need to leave school prepared for modern world.

7. References List: Bellous, J. (2007) Five classroom activities for sustaining a spiritual environment. In C. Ota & M. Chater (Eds.). Spiritual education in a divided world: Social, Environmental and Pedagogical Perspectives on the Spirituality of Children and Young people. (pp. 99 – 111). London, UK: Routledge. Bellous, J., & Csinos, D. (2009). Spiritual styles: creating an environment to nurture spiritual wholeness. International Journal of Children's Spirituality, 14(3), 213-224. http://ezproxy.acu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN =43494433&site=ehost-live De Souza, M. (2006). Rediscovering the Spiritual Dimension in Education: Promoting a Sense of Self and Place, Meaning and Purpose in Learning. In M. de Souza, G. Durka, K. Engebretson, R. Jackson & A. McGrady. International handbook of the Religious, Moral and Spiritual dimensions in education (pp. 1127-1139). Dordrecht, Netherlands: SpringerLink. Downey, M. (1997). Understanding Christian Spirituality. New York, NY: Paulist Press Rolheiser, R. (1999). The Holy longing. New York, NY: Doubleday. (pp. 3 -19)

8. Reference List. Rossiter, G. (2010). Perspective on Contemporary Spirituality: Implications for Religious Education in Catholic Schools. International Studies in Catholic Education, 2(2), 129-147. doi: 10.1080/19422539.2010.504019 Rossiter, G. (2011). Reorienting the religion curriculum in Catholic schools to address the needs of contemporary youth spirituality. International Studies in Catholic Education, 3(1), 57-72. doi: 10.1080/19422539.2011.540140 Sunley, R. (2009). Relating to the Spiritual in the Classroom. In M. de Souza, L. Francis, J. O’Higgins- Norman & D. Scott (Eds.), International Handbook of Education for Spirituality, Care and Wellbeing (Vol. 3, pp. 793-808): Springer Netherlands. Tirri, K. (2012). Religious and Spiritual Education as contributors to the development of the whole person. In T. van der Zee & T. J. Lovat. New perspectives on religious and spiritual education (Vol. 4) (pp. 269 – 280). New York, NY: Waxmann Publishing.