ABSTRACT
If we wish to engage with and explore spiritual education we are also required to listen to and recognize the experiences of others around us. To understand and offer a spiritual education for children and young people we are compelled to acknowledge and work with their experiences and lives. One way of achieving this is to enter into dialogue with the children themselves; to talk and listen to what they are telling us about their relationships and what is important to them. Another avenue is to consider the broader context within which children and young people live and have these relationships. For every child and young person these relationships and experiences will be different; differences that also mark out social, cultural, religious and economic divisions. To engage with our children and young people, to be able to offer them any meaningful and relevant spiritual education (however we conceive it), we have to be aware and sensitive to the realities of these lives and divisions.
