ABSTRACT
Spirituality is an underlying force of human existence, both at the communal level and at the individual level. Due to its pervasive nature, there are many diverse ways in which spirituality is experienced and expressed. So while religion may be considered by many as the preferred way to access and to express this fundamental dimension, it is undeniable that spirituality is also expressed through a variety of human activities, including the arts, philosophy and even scientific enquiry. Consequently, it is not surprising that spirituality is considered to be an essential component of a holistic education. In this regard, UNESCO’s Delors report (1996) established that the education of the 20th century should be based on four main pillars: to know, to do, to live with others and to be. On the latter point, the commission explicated that “education should contribute to every person’s complete development—mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality” (1996, p. 95). Similarly, in providing a general comment on the Convention on the Rights of the Child, the United Nations Committee for the Rights of the Child specified that
article 29 (1) insists upon a holistic approach to education which ensures that the educational opportunities made available reflect an appropriate balance between promoting the physical, mental, spiritual and emotional aspects of education, the intellectual, social and practical dimensions, and the childhood and lifelong aspects. The overall objective of education is to maximize the child’s ability and opportunity to participate fully and responsibly in a free society. (United Nations, 2001, note 12)
