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Educational strategies for the development of spiritual intelligence (SQ) in South African secondary schools

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dc.contributor.advisor Schulze, Salome Ferreira, Cheryl 2016-08-19T07:40:33Z 2016-08-19T07:40:33Z 2014-06
dc.identifier.citation Ferreira, Cheryl (2014) Educational strategies for the development of spiritual intelligence (SQ) in South African secondary schools, University of South Africa, Pretoria, <> en
dc.description.abstract The main research question of the study was: How can spiritual intelligence (SQ) be developed in secondary school students? This was motivated out of concern for the moral degeneration that secondary school students experience in South Africa. The literature review focused on the nature of SQ and how it can foster adaptive functioning and transformation in adolescents and the complexity of Religion Education (RE) in South African secondary schools. A case was made for developing educational strategies that can develop SQ in adolescents and create educational environments that not only encourages students to engage in dialogue that involves a broader conversation about religion and spirituality, but also supports transformational learning. The empirical investigation to evaluate the approach and educational strategies that were used, implemented a qualitative case study design. Gardner’s Multiple Intelligence (MI) theory and the social constructivist theory were used as conceptual frameworks. Purposive and convenient sampling was employed to select ten Grade 11 students in a secondary school in Gauteng that reflected the demographics of the country’s population. Qualitative data collection included reflective activities and informal conversation interviews. Field notes were kept and all observations were documented in a self-reflective journal. This was followed by a focus group session and semi-structured interviews. Findings revealed that the educational strategies had the capacity to develop core traits and mental abilities of SQ, provide peak experiences and enhance virtuous behaviour in adolescents. It was concluded that education should include content around the nature of SQ in conjunction with reflective and experiential activities. SQ provided a platform for epistemic relativity. It was thus concluded that SQ can be deliberately developed in South African secondary school contexts. The recommendations focussed on the role of institutions of higher learning in sensitising stakeholders regarding the relevance of SQ in South African educational contexts; training of in-service teachers; the importance of Life Orientation (LO) as conveyer of SQ and the role of the LO teacher in cascading SQ down to school students. Finally, a SQ training workshop was proposed. The study concluded with recommendations for further research. The limitations of the study were also presented. en
dc.format.extent 1 online resource (xvi, 223 leaves) : color illustrations en
dc.language.iso en en
dc.subject Spiritual intelligence en
dc.subject Spirituality en
dc.subject Secondary school education en
dc.subject Strategies to develop spiritual intelligence en
dc.subject Adolescent spiritual intelligence en
dc.subject Multiple intelligence theory en
dc.subject Socio constructivism en
dc.subject.ddc 373.0114096822
dc.subject.lcsh Spiritual intelligence -- Study and teaching (Secondary) -- South Africa -- Gauteng -- Case studies en
dc.subject.lcsh Moral education (Secondary) -- Curricula -- South Africa -- Gauteng -- Case studies en
dc.subject.lcsh Values -- Study and teaching (Secondary) -- South Africa -- Gauteng -- Case studies en
dc.title Educational strategies for the development of spiritual intelligence (SQ) in South African secondary schools en
dc.type Thesis en
dc.description.department Psychology of Education en D. Ed. (Psychology of Education)

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