DEVELOPING SPIRITUAL INTELLIGENCE THROUGH SCIENCE

AND TECHNOLOGY EDUCATION

DR. PUNAM BANSAL
ASSISTANT PROF. (BOTANY)
GCE/20-D/CHD
Abstract
Science and technology education devoid of morality will spell only destruction .It is high
time when the co-operation between science and spirituality is desperately needed in the best
interest and service of mankind. Teachers also need guidance in dealing more adequately
with sensitive issues including bias and conflict arising out of advent of scientific and
technological advancements. The role of science teacher will inevitably have to change in
view of shift in philosophical paradigm of education. In such a scenario, science educators
have an important role to play in the society as transformational leaders impacting future
nation builders. This paper is an inquiry in to the dimension of spiritual wellbeing in relation
to science and technology education. It is an attempt to emphasise fruitful integration of
science as a constellation of methodologies that offer knowledge about the external domain
of things and spirituality practices that offer us grasp on the internal domain of things.
INTRODUCTION
Developments in field of Science and technology have contributed towards material
development of societies without corresponding spiritual development. Such development is
lop-sided thereby distorting the world of objective fact. A society with high spiritual
development contributes to the harmony and betterment of the nation. A fundamental shift is
taking place in philosophical paradigm of education - from seeing the world in a mechanical
way to a new paradigm mediating our understanding of the world by language, beliefs, values
and ways of being. This reflects a shift toward the exploration of spiritual concerns. The idea
of spirituality is increasing in prominence among recent publications in educational
psychology and theory (Dent, Higgins, & Wharff, 2005; Edwards, 2003; Emmons, 1999,
2000a, 2000b; Fry, 2003; Fry & Cohen, 2009; Fry & Slocum, 2008; Gardner, 2000; Hyde,
2004; Mayer, 2000; Neiman, 2000; Rogers, 2003; Vaughan, 2002; Zohar, 2005). Many
scientists also continue to consider science and spirituality to be complementary, not
contradictory (Mark, 2002; Giniger & Templeton ,1998).Neuroscientists are trying to learn
more about how the brain functions during reported spiritual experiences (Talan,2006;Alper ,
2008). This reflects a shift toward the exploration of spiritual concerns previously submerged
by the advent of scientific positivisms and the effort to reduce, if not eradicate, the role of
spirituality in education (Bertrand, 2003; Sacks, 1999). This expository narrative addresses
the integration of spirituality into science and technology education.
SPIRITUAL DEVELOPMENT
Spirituality has been defined in numerous ways. These include: a belief in a power operating
in the universe that is greater than oneself, a sense of interconnectedness with all living
creatures, and an awareness of the purpose and meaning of life and the development of
personal, absolute values. Tacey (2000) defines spirituality as a desire for connectedness,
which often expresses itself as an emotional relationship with an invisible sacred presence.

Palmer (1998) thinks of spirituality as the human quest for connectedness with something
that we can trust more than our own egos. Palapathwala (2005) defines spirituality as our
transcendental awareness about the more in us which seeks progression in and through our
quest for our where fromand where to. Schneiders (1998) holds a holistic view:
Spirituality is the experience of conscious involvement in the project of life-integration
through self transcendence toward the ultimate one perceives. Spirituality encompasses a
persons relationships to all of creation, to the self and to others, to society and nature, to
work and leisure.
Spiritual development relates to that aspect of inner life through which pupils acquire insights
into their personal existence which are of enduring worth. It is characterised by reflection, the
attribution of meaning to experience, valuing a non-material dimension to life and intimations
of an enduring reality. According to Thompson and Randall (1999) spiritual development is
concerned with broad search for transcendental meaning that may be as simple as a young
childs inquiries into how the world came into being or as complex as a theologians
metaphysical analysis.
Spiritual development involves:
developing insights, principles, beliefs, attitudes and values which
guide and motivate us.

developing recognition for many pupils that their insights, principles,

beliefs, attitudes and values should influence, inspire or guide them in life.

a developing understanding of feelings and emotions which causes us

to reflect and to learn

OFSTED Handbook for the Inspection of Schools,1994.

SCIENCE AND TECHNOLOGY EDUCATION PERSPECTIVE TO DEVELOP
SPIRITUALITY
Science and Technology education has slowly been given its due place in the curriculum. Yet
its original purpose has always been to prepare students for science studies at University.
This suggests that the aims for Science and Technology education need to be examined,
especially with respect to social relevance and hence sustainable and spiritual development.
This necessitates shifting trend towards:
(a) inclusion of issue-based or contextbased teaching as a major thrust to set up the
scientific problem to be investigated (Zeidler et al, 2005);
(b) the need to go beyond scientific problem solving to also encompass socio-scientific
decision making (Holbrook & Rannikmae, 2007);
(c) recognition that scientific literacy relates primarily to enabling citizens to effectively
participate in the real world and is thus a social rather than solely an individual consideration
(Roth and Lee, 2004).
When teachers of science acknowledge a spiritual dimension science learning can be
enhanced because spiritual knowledge:
helps promote student initiative and self-reflexive thought;
emphasises the connectedness of all things;
can integrate heart, mind and soul to give meaning and purpose; and
enables ethical and compassionate decision making.
Science by virtue of its nature develops open mindedness and objectivity which are
essential requisites for developing spirituality among students. Integration of science and
spirituality can further be strengthened by adopting following strategies:
Evaluating Science and Technology education curriculum critically

Policy makers should consider mandating that science and technology education should move
progressively towards a real world, "context-based" approach to the teaching and learning at
all levels of the school curriculum. This has been shown to promote student interest and raise
the level of relevance of the learning (Fensham, 2008). It should be noted that context-based
teaching needs to build on a strong conceptual scientific base. Issues of sustainable
development such as food scarcity, poverty alleviation, HIV/AIDs, education for peace, all
provide very appropriate contexts for science education. Equipping young to participate in
the big socio-scientific issues of today (for example, food scarcity, poverty alleviation,
HIV/AIDS/ peace building, global warming, cloning, embryonic stem cell use, toxic waste
disposal, sustainable development, etc.) makes them more sensitive to human problems and
spiritual dimension comes from our deepest humanity.
Pedagogical practices
The methods of science serve us as powerful tools in unlocking the secrets of nature as well
as in solving human problems. Scientific principles should be considered as hypotheses,
tested by their experimental effects and predictive power, integrated into theories, and
validated by their comprehensive character and mathematical elegance. They are always open
to change in the light of new discoveries or more powerful theories; hence, science education
gives training in methods that have some degree of objectivity. Palmer (1998) proposes that
our assumptions about what truth is directly affect our approach to teaching: If we regard
truth as something handed down from authorities on high, the classroom will look like a
dictatorship. If we regard truth as a fiction determined by personal whim, the classroom will
look like anarchy. If we regard truth as emerging from a complex process of mutual inquiry,
the classroom will look like a resourceful and interdependent community. Our assumptions
about knowing can open up, or shut down, the capacity for connectedness on which good
teaching depends. Science educators teaching science through inquiry - based, hands - on
approaches allow their students to construct knowledge by sharing previous experiences
mutually and inspire them to transform their attitudes, values and actions towards spirituality.
According to Jacobs and Ratmanida (1996), learning in grouping is more affective to
stimulate and strike the values such as motivation, confidence, interest to study, as well as
cooperation. Science and technology education provides ample opportunities to students to
work collaboratively to solve problems and hence holds enormous potential to develop
students spiritually, if science teachers shed their autocratic attitudes.
Teaching practices are most effective when learning is viewed in a holistic way. For teachers
of science to include spirituality in the science curriculum, they must adopt a pedagogy that is
respectful of the values of all students, their families and their communities, and be
appreciative of the spiritual dimensions of human experience. Spiritually Intelligent teachers
will learn to plan and administrate passion through disciplined reflection; using practices that
will help them become aware of themselves in a larger context. They use rituals that
encourage attention to detail and time for reflecting on what is going on around them, how
they are impacting their environment, and to think about how they think. Development of
spiritual conscience can help students understand the relationship between self and
community.

Interaction between science and spirituality through a shared praxis

approach

An interaction between science and spirituality that takes place through a shared praxis
approach that involves the five components: present action, critical reflection, dialogue, story
and the vision that arises from the story (Groome, 1980, 1998).
In shared praxis in the pedagogical setting, the participants share in dialogue their critical
reflections on their present action that involves authentic telling (disclosure) and listening
(discovery). Critical reflection (meaning dialectical critique involving rational and
affective factors) on present action (praxis) requires the exercise of reason, memory and
imagination. On an individual level, this science-spirituality partnership requires students to
be attentive and take notice of their experiences. On an interpersonal level, it involves
students co-operating with their peers and teachers to appreciate the interconnectedness of all
things in the Earths ecosystem. On a community/institutional level, linking science with
spirituality through shared praxis, will move students towards a deep ecology worldview that
encourages them to treat all living things as subjects. This shift requires a transformation of
attitudes, values and actions. By participating in a shared praxis approach to science
education, students can begin to integrate a spiritual dimension in their science studies. Group
work among students and multidisciplinary training should be promoted to develop students
spiritually.
Examples of scientists
Scientists that incorporate a spiritual dimension in their work can be inspirational role
models for students. One way to incorporate values in the science curriculum is to focus on
scientists who demonstrate a connectedness to the organisms they investigate. By
emphasizing the spiritual aspects of her work, teachers can encourage students to engage in
science in a more subject-to-subject way (Jane & Gipps, 2006).Barbara McClintock viewed
the corn plants she studied as her subjects. Her deep reverence for nature and capacity for
union with what is to be known reflect a different image of science from a purely rational
enterprise; one in dialogue with spirituality.Gregor Mendel, who was a monk and a teacher of
religious studies, was first to shake the world with his Laws of Heredity by giving attention to
detail; to the unique characteristics of a single pea plant, to a single pod and to a single
chromosome. Similarly Morgan studied fruit- flies as his subjects; he could learn about the
mutations by giving attention to minute changes he observed. An Australian scientist
Graeme Clark created the multiple-electrode cochlear implant while wandering on the beach.
He said that it was his determination and Christian faith that helped him on his road to this
discovery.
Including controversial issues in science education
There are many topics in science and technology education involving controversial issues
like environment; animal welfare; technology/alternative technology; nuclear power;
medicine; military; space exploration; bio-engineering; nano-technology where values will be
contested. Van Rooy (2004) justifies including such controversial issues in science
classrooms because they contribute to the development in students of four main approaches
to thinking: ethical, civic and social, sociology of knowledge and psychology of learning
Most of the issues facing the world are interrelated and can only be overcome by
sustainable solutions, whereby current human needs are satisfied without compromising the
way of life of future generations. What is needed to solve the worlds major problems is a
radical change in our perceptions, thinking and values (Capra, 1996, 2002). Solutions to
issues societies currently face depend on a fundamental change to a worldview that
encompasses spirituality. Science and spirituality each bring a different perspective to world
concerns. By fostering a partnership between science and spirituality, science educators can

prepare

students

to

face

their

uncertain

world

of

tomorrow.

CONCLUSIONS
The present fundamental shift in philosophical paradigm of education toward the exploration
of spiritual concerns suggests that Science and Technology education aims should be
examined and curriculum should be critically evaluated to include controversial issues,
especially with respect to social relevance to develop students spiritually. Science and
Technology education gives training in methods that develop open mindedness and
objectivity which are essential requisites for developing spirituality among students.
Integration of science and spirituality can further be strengthened by adopting a pedagogy
that is respectful of the values of all students, their families and their communities, and be
appreciative of the spiritual dimensions of human experience.Such pedagogical practices are
based on shared praxis approach based on problem solving ,collaborative learning and
including works of great scientists with spiritual dimensions.