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The Ignatian pedagogical paradigm is a way of learning and a method of teaching taken from the Spiritual Exercises of Ignatius of Loyola. [1] [2] It is based in St. Ignatius Loyola's Spiritual Exercises, and takes a holistic view of the world. [3] The three main elements are Experience, Reflection, and Action.
The book presents a series of 12 self-report questionnaire measures, each focused on a particular aspect of religiousness or spirituality, along with reviews of underlying theory and supporting research. The book's purpose is to provide validated measures of spiritual and religious factors in health research.
There can be different types of spiritual self because it is determined on one's life and experiences. Another definition of spiritual identity is "a persistent sense of self that addresses ultimate questions about the nature, purpose, and meaning of life, resulting in behaviors that are consonant with the individual’s core values."
The meaning of spirituality has developed and expanded over time, and various meanings can be found alongside each other. [1] [2] [3] [note 1] Traditionally, spirituality is referred to a religious process of re-formation which "aims to recover the original shape of man", [note 2] oriented at "the image of God" [4] [5] as exemplified by the founders and sacred texts of the religions of the world.
This research was driven by the goal of raising awareness among healthcare professionals about ecospirituality and the medical importance of both self and environmental consciousness. Anecdotal evidence showed a decrease in blood pressure. [22] However, the psychological benefits of environmental meditation were the main focus for the researchers.
A common metaphor used in the spiritual traditions of the world's great religions is that of walking a path. [1] Therefore, a spiritual practice moves a person along a path towards a goal. The goal is variously referred to as salvation, liberation or union (with God). A person who walks such a path is sometimes referred to as a wayfarer or a ...
Critical consciousness, conscientization, or conscientização in Portuguese (Portuguese pronunciation: [kõsjẽtʃizaˈsɐ̃w]), is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in neo-Marxist critical theory.
Rudolf Steiner developed exercises aimed at cultivating new cognitive faculties he believed would be appropriate to contemporary individual and cultural development. . According to Steiner's view of history, in earlier periods people were capable of direct spiritual perceptions, or clairvoyance, but not yet of rational thought; more recently, rationality has been developed at the cost of ...