Music, Spirituality, and Education

by David Carr

Recent Interest in Spiritual Education

Few concerned with educational theory and policy could have failed to notice the recent upsurge of interest—not least in such economically developed democracies as the United Kingdom and the United States—in the notion of spiritual development as a possible aim or goal of public or common schooling. Indeed, in addition to the enormous growth of academic literature on this topic—including the recent emergence of specialist journals and handbooks— official educational policy makers have devoted much explicit attention to this issue in the form of positive educational proposals and prescriptions. Elsewhere, I have speculated on the possible reasons for such increased interest, which seems to include interrelated concerns about (1) the instrumental trends and tendencies of much state schooling in developed economies; (2) the rise of materialistic and selfish individualism in such contexts; (3) the apparent decline of public morality and the rise of anomic and nihilistic behavior—particularly among youth; and (4) the need to find some politically and publicly acceptable substitute for the educational role that religion has often formerly played (at any rate in older Western European cultures) in the cultivation of moral and spiritual attitudes and values.