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dc.contributor.authorFraser, Deborah
dc.date.accessioned2012-11-06T20:22:31Z
dc.date.available2012-11-06T20:22:31Z
dc.date.copyright2004-01-01
dc.date.issued2004
dc.identifier.citationFraser, D. (2004). Some educational implications for spiritual giftedness. Gifted Education International, 18 (3), 255-265.en_NZ
dc.identifier.issn2047-9077
dc.identifier.urihttps://hdl.handle.net/10289/6799
dc.description.abstractIn an increasingly secular society, spirituality (rather than religion) is more pervasive than ever before yet the area seems to be amorphous and hotly contested. Even Gardner has declined to commit to spirituality (or more broadly, existentialism), as an intelligence. What therefore, does this mean for students who have heightened spiritual awareness and ability? How do we identify these students let alone, begin to enhance their spiritual development? This paper contrasts the claims surrounding spiritual giftedness including a comparison of moral, cognitive and theological dimensions. An analysis of what appears to be common to spiritual experiences provides a useful framework for examining this intriguing yet controversial area. Some implications for gifted students are suggested with examples drawn from classroom research.en_NZ
dc.language.isoen
dc.publisherA B Academicen_NZ
dc.relation.ispartofGifted Education International
dc.titleSome educational implications for spiritual giftedness.en_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1177/026142940401800304en_NZ
dc.relation.isPartOfGifted Education Internationalen_NZ
pubs.begin-page255en_NZ
pubs.elements-id30083
pubs.end-page265en_NZ
pubs.issue3en_NZ
pubs.volume18en_NZ


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