ABSTRACT
In the first part of this chapter, I attempt to show that any educational approach to spiritual development will have to involve some particular evaluative developmental ideal. This will involve some adherence by policymakers to some notion of human well-being. In order to aid the process of policymaking, and to show the logical implications of taking up a range of policy positions, I put forward a framework for mapping developmental ideals. In the final section, I use the framework to discuss the prospects for two currently popular approaches to spiritual development. I show that, viewed from within a liberal political framework, the promise of these approaches is more apparent than real.
