ABSTRACT
This chapter posits spirituality as an inclusive and universal phenomenon that is intrinsic to children’s and young people’s lives. Drawing on recent literature pertaining to spiritual education as well as the philosophy of Martin Heidegger (1962), it considers the proposition that spirituality has expression in all aspects of lived experience. Therefore, from the starting point of existence, it forms a continual presence within all processes of life, including education and self-development, and as potentiality – for – Being, inspires a sense of identity, belonging and meaning – making.
Music education is proposed as an example of how the innate spirituality and innate creativity of all human beings might find expression. As well as a learner’s potentiality becoming manifest through the creation of music, and a sense of an awareness of something other inspired through listening, it is also suggested that these processes might provide the spiritual ‘space’ in which critical questioning and meaning-making on the wider themes of existence might take place. Empirical data gained from a study involving young people in England and Croatia illustrates this, highlighting in particular their reflections on inclusion, co-operation and global responsibility.
Furthermore, a pedagogical process is proposed. Based on Heideggerian themes, this process reflects how, when educators recognise the ontological imperative of spirituality and creativity, music education might represent more than gaining knowledge or developing skills. It can play a valuable role in contributing to critical reflection and encouraging a wider sense of identity and responsibility before finally inspiring growth and change.
