Abstract
Although the purpose of education in the United States has long been preparing an active, moral citizenry, in recent decades civic education has ceded this purpose to knowledge acquisition. Young people are insufficiently supported in school in developing as self-knowing civic actors capable of fulfilling Dewey's vision of the moral and spiritual democracy. This paper presents an empirically driven difference between spirituality and religion, clarifying what has obfuscated discussion of Constitutional separation of church-state in education; presents findings of a three-year study on K-12 spiritually supportive schools, identifying the pedagogical method undergirding those whose culture is spiritually nurturing; and argues that a spiritually supportive school culture is imperative for the formation of students who are prepared to inherit democracy.
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