ABSTRACT
To look into the possibility of spiritual education begs the question of what ‘spiritual education’ and, ultimately, ‘spirituality’ are understood to be. Despite the caution that ‘attempted definition [of the spiritual] is not only futile but totally counterproductive’ because ‘it is a characteristic of spirit and the spiritual that it is dynamic’ (Priestley, 1985, p. 114), it is necessary to provide some brief indications of certain aspects of the idea of ‘spirituality’ with which I can personally connect, and which are also commonly included in various formulations of spirituality.
