Spirituality in Curriculum: A Study of Grade 12 English Text Book in Nepal

Abstract

This paper investigates the portrayal of spirituality in the Grade 12 English textbooks recommended by old and new higher secondary curricula, in Nepal. Defining spirituality as multidimensional field of inner consciousness, subjective experience, transcendence, love and ethical sensitivity that move beyond narrow confines of formal religiosity the article explores how spirituality meaning is transmitted through literary texts into educational dialogue. Based on a qualitative research method, the study uses Thematic Analysis (TA), according to the guidelines put forward by Braun & Clarke (2006), in order to examine excerpts from the selected literary texts included in both curricula. From the former curriculum, eight out of 23 texts were found to contain significant spiritual content and there were six out of 18 texts in the new one with similar concerns. The focus on intangibles such as death, nostalgia, hope, fear, uncertainty and the mysteries which comprise the first dominant theme; love as a bridge to spiritual experience being the second dominant theme; and lastly transcending spirit through religious-philosophical-cultural tradition is championed in this analysis. Results suggest that where the older curriculum predominantly emphasises spirituality in universal existential terms, the new curriculum highlights spirituality more overtly within cultural-religious perspectives (in particular Hindu and Buddhist philosophies). It is the claim of this study that values pertaining to spiritual dimensions need to be included in school curriculum, as they contribute immensely towards enhancing moral sensitivity and emotional well-being of students. Against the backdrop of social disintegration and moral decay in a post-modern world, the paper underscores pedagogical value of spirituality as cultivated through literary education to foster reflective, compassionate and social responsible citizens.