Abstract
Purpose:To inform current international debates about educating for wholeness and purpose, this article gives a critical analysis of spiritual development as a goal of state-funded schooling in England and Wales.Design/Approach/Methods:The analysis follows a history of ideas approach. Relevant texts are examined to understand how notions of “spiritual” and “development” were first combined and introduced into mass education, and how they have changed over time.Findings:The concept of spiritual development blends scientific conceptions of human development with a holistic, but ambiguous formative principle. This expedient, even paradoxical ideal, has resulted in confusion among practitioners and allowed for some considerable shift in policy.Originality/Value:Spiritual development in the English context provides a paradigmatic case by which to explore the integration of formative goals in the curriculum. While in some respects the English tradition of spiritual development represents something of its time and its unique cultural context, its underlying assumptions resonate with renewed international interest for educating for meaning and purpose.
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