Abstract:
This research project explores the unique perspective that Aotearoa/New Zealand Primary Schools of Designated Character can contribute to an educational understanding of spiritual hauora (well-being) in practise. Taha wairua (spirituality) has been incorporated into the New Zealand National Curriculum for the past twelve years, but how this concept translates into meaningful learning experiences for pupils of Primary Schools of Designated Character has yet to be fully described. Drawing on the Ministry of Education's definition of taha wairua, the contextual analysis of the three participant schools focused on how principals and teachers encouraged pupils to: a) explore individual and communal "values and beliefs"; b) "search for meaning and purpose in life"; c) foster "personal identity"; and d) develop "self-awareness." This research project engages with a mixed methodological approach to provide a multi-layered insight into the spiritual pedagogy of Primary Schools of Designated Character. This data includes: opinions gathered from thirty-eight teachers in a comprehensive questionnaire and interviews with school principals, as well as thirty classroom lessons/assembly observations that were used to explore holistic spiritual approaches and to further understand how essential spiritual development is to pupil well-being in Aotearoa/New Zealand. Under the four key themes present in the taha wairua (spirituality) definition this thesis identifies nineteen sub-themes that articulate the spiritual pedagogy of Primary Schools of Designated Character. These sub-themes communicate how teachers and principals practically encouraged the children to pursue and realise their own spirituality.
