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2020, Vol. 3(3) 504–518 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120935128](DOI: 10.1177/2096531120935128)[ ](DOI: 10.1177/2096531120935128)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: 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.  \nDesign/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.  \nFindings: 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.  \nKeywords  \nCultural, curriculum, development, moral, social, spiritual  \nDate received: 3 April 2020; accepted: 27 May 2020  \nCorresponding author:  \nDaniel Moulin-Stoek, Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK.  \nEmail: [dpm50@cam.ac.uk](dpm50@cam.ac.uk)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nIntroduction  \nThe promotion of pupils’ spiritual development is a statutory duty of all maintained (public) schools in England and Wales.1 Currently reinterpreted as a means of delivering the “fundamental British values” agenda, spiritual development remains important to school leaders and practitioners because it is routinely included in inspections as a criterion of a school’s overall effectiveness. Spiritual development was first explicitly mandated in the legislation for universal secondary education in 1944 . As an educational ideal, however, it has a much older provenance. This can be traced through the Victorian period—when mass publicly funded elementary education was first introduced in England—to the very beginnings of the Western educational tradition in ancient Greece. The cultivation and orientation of minds toward goodness, truth, and beauty is an archetypal supposition of Western intellectual thought, perhaps best exemplified by Plato’s enduring analogy of the cave (c.375 BCE/1991, pp. 193–196) . According to this metaphor, stages of enlightenment are reached as the intellect ascends from false knowledge to the knowledge of the good and just. The relationship between the development of autonomous reason, personal growth, and civic responsibility has since become a fundamental assumption of Western pedagogy, of modern psychological theory, and the creation of the now worldwide, European model of basic schooling. Spiritual development in the English educat","cbCaiiHfa8l6TOxi","https://ap.wps.com/l/cbCaiiHfa8l6TOxi","pdf",217376,15,"English","# Abstract\n# Introduction\n# Spiritual development in English education policy","[{\"question\":\"What is the article’s main purpose?\",\"answer\":\"It informs international debates about educating for wholeness and purpose by critically analyzing spiritual development as a goal in state-funded schooling in England and Wales.\"},{\"question\":\"What method does the author use?\",\"answer\":\"The analysis follows a history of ideas approach, examining relevant texts to trace how “spiritual” and “development” were combined and introduced into mass education and how those ideas changed over time.\"},{\"question\":\"What do the findings say about the concept of spiritual development?\",\"answer\":\"Spiritual development blends scientific conceptions of human development with a holistic but ambiguous formative principle, which can confuse practitioners and has contributed to policy shifts.\"}]","Spiritual Development as an Educational Goal | PDF",1792092020,38]