Abstract
The paper explores the cultural context of contemporary educational discourse on spirituality in Great Britain by defending the following theses: spiritual education seeks a universal perspective that transcends any specific cultural context and tradition; it disengages itself from the culture of modernity, which it perceives as a spiritual desert; it finds in the tradition of late 18th and early 19th Century romanticism resources to support the recovery of a lost dimension of spirituality; however the integrity of spiritual education is threatened by the colonisation of romanticism by the tradition of post‐modernity; indeed aspects of spiritual education already embody a post‐modern perspective; an authentic spiritual education requires contextualisation in a plurality of spiritual traditions.
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