spooky spirituality

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Mark Plater HE Academy: Teaching Spirituality 14 th January, 2010

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Spooky Spirituality. Mark Plater HE Academy: Teaching Spirituality 14 th January, 2010. 4 Questions:. 1. Why don’t HE courses include mysterious /paranormal phenomena? 2. Is this a subject of interest to students, or just a fascination for fringe lunatics? - PowerPoint PPT Presentation

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Page 1: Spooky Spirituality

Mark PlaterHE Academy: Teaching Spirituality

14th January, 2010

Page 2: Spooky Spirituality

1. Why don’t HE courses include mysterious /paranormal phenomena?

2. Is this a subject of interest to students, or just a fascination for fringe lunatics?

3. Is growing popular interest a counter-reaction to the taboo which educationalists have placed on the subject?

4. If such material were studied in the classroom, what pedagogical approach should be taken?

Page 3: Spooky Spirituality

In religions: miracles, angels, demons, prophecies, stigmata, answers to prayer, mystical experiences...

Paranormal, supernatural, mysterious...E.g... ESP & psychokinesis: telepathy, channeling,

remote viewing, sixth sense, curses... Divination: ouija, dowsing, automatic

writing... Prophecy: Nostradamus, Fatima, dreams... Weird experiences: angel encounters, UFOs,

monsters, strange coincidences, out-of-body experiences, crop circles, apparitions... Etc.

Page 4: Spooky Spirituality

In religions: DaVinci code, Knights Templar, Mystery religions, Castrators...

In civic society: Masons, Smugglers, Klu Klux Klan..

Historical: Assassins, Stone Henge, Pyramids...

Contemporary: UFO cover-up, 9/11 and the CIA, Moon-landing myth...

Page 5: Spooky Spirituality

Para-psychology in USA & UK Liberal Arts (USA): developing critical thinking

skills through study of paranormal phenomena Koestler (UK): Introduction to Parapsychology

short course (online, and non-assessed) Psychological anomalies research: Goldsmiths

College London; University of Northampton; Liverpool Hope University ; Richard Wiseman

Consciousness studies: CTP Research Unit, Liverpool; Mind-Matter Unification Project, Cambridge University

Page 6: Spooky Spirituality

David Hay (Nottingham, 2002): experiences outside of normal scientific explanations?

Linda Woodhead (Kendal, 2006): interest in New Age activities

Informal poll of Theology students (BG, 2009): interest in study of paranormal...

Page 7: Spooky Spirituality

75% claim have, “been aware of, or influenced by a presence or power, whether they call it God or not, which is different from their everyday selves”.

(C.f. Gallop, 1987: 48%) -Pattern of events : 55% (of sample) -Awareness of God’s presence : 38% -Presence in nature : 29% -Contact with dead : 25% -Awareness of an evil presence : 25%

Page 8: Spooky Spirituality

BISHOP GROSSETESTE UNIVERSITY COLLEGE

THEOLOGY DEPARTMENT

In the table below please rate each proposed module on your level of interest:

1=This sounds really interesting. Iwould choose this if it were an option.

2=This might be interesting. I might choose it if it were an option.

3= This doesn’t sound very interesting. I wouldn’t choose it if it were an option.

Module Brief outline of content Mean Rating Christian belief An introduction to Christian theology 1.66 10 The course of Christian History An overview of Christian history 1.72 11 Faith & Society Exploration of the impact of religious faith on society 1.11 2 The world’s religions Introduction to six major world religions 1.05 1 Philosophy & Religion Introduction to philosophers and religious philosophy 1.50 =4 Introduction to Scripture An introduction to the Bible and it’s interpretation 1.83* =13 Radical Theologies Exploration of political & social theology 1.77* 12 Theology & Film Exploring theological themes in contemporary film 1.83* =13 Religion & Evolution Theological approaches to the science of beginnings 1.94* =16 Theology at the Fringes Exploration of paranormal phenomena & strange religious cults 1.50* =4 Ethics Exploring different approaches to ethical issues 1.61* =8 Church Reformations In-depth exploration of the Catholic and Protestant reformations 2.00* 18 Contemporary Philosophy In-depth look at contemporary philosophical thinkers & issues 1.83* =13 Feminist Theology Feminist theological perspectives on Christian teaching 1.94* =16 Spirituality Exploration of ‘secular’ and religious expressions of spirituality 1.55 =6 Contemporary religious education Issues related to the teaching of RE in British schools 1.39 3 Law and Grace In-depth exploration of these concepts in Christian theology 2.22* 19 Religions Relating Exploring dialogue and conflict between the world’s religions 1.56 =6 Bio-ethics In-depth exploration of ethical issues in the biological sciences 2.33* 20 Secularization & Fundamentalism Exploration of the growth in religious fundamentalism 1.61 =8

NOTES & COMMENTS:

1. A total of 18 responses were received: 11 from Yr1, 5 from Yr2, and 2 from Yr3.

2. Those marked with * indicate that scores ranged from 1 to 3 (at least 2 of each score).

3. Only 2 modules scored over 2.0, and none scored over 2.5, indicating that none of the modules sounded uninteresting to students.

4. As expected from students studying Education with Theology, the strongest interest is in aspects of religion which relate to contemporary life and the world of education.

5. Theology at the Fringes also scores remarkably highly (=4th).

•Theology at the Fringes •=4th out of 20 options

•61% graded 1

•28% graded 2

•11% graded 3

Page 9: Spooky Spirituality

5 Responses:1. New Age enthusiasts (Shirley MacLaine,

David icke, Michael Bentine)2. Orthodox science (CSICOP & Skeptical

Enquirer)3. Churches (esp fundamentalists: global

satanic conspiracy)4. Social sciences (interpretations &

profiles)5. Journalistic critiques (Jim Schnabel:

Round in Circles; Dark White)

Page 10: Spooky Spirituality

Identifies 3 contemporary educational responses:

1. Churches: clearer Christian teaching required... Books, courses, sermons warn of dangers...

2. Scientists (CSICOP): better science education required... Critical thinking skills modules offered + warnings about pseudo-science...

3. James Lett (1991): irresponsible mass media is largely to blame... Programmes developed to FiLCH-proof anthropology students...

Fox: Exploration of spirituality... Should include BOTH phenomenological study AND critical thinking...

Page 11: Spooky Spirituality

Learning OutcomesSubject specific outcomes

On successful completion of the unit students will be able to:

demonstrate knowledge and understanding of a wide historical range of ‘paranormal’ and sensationalist religious phenomena, and ways in which mainstream religion has responded to them;

demonstrate critical understanding of theological and alternative accounts for the existence and attraction of such phenomena to various different communities;

analyse theories, accounts and sources and communicate personal perspectives on such phenomena using appropriate language.

Page 12: Spooky Spirituality

Outline of the syllabusThe module explores selected accounts of psychic and paranormal activity in the UK and elsewhere, considering popular, scientific and theological explanations for these phenomena. Historical mainstream and alternative religious teachings about angels, spirits, miracles, mystical experiences etc are explored, and a study is made of established mystery cults and sects, and the conspiracy theories which have often surrounded them.

Page 13: Spooky Spirituality

Multi-disciplinary: What is the truth? How explain this?

Scientific & historical questions- quality of evidence, reliability of sources, etc.

Social science questions- What is actually happening? What different explanations exist?

Theological- ‘fit’ with established concepts of God, truth, evil, etc.

Metacognition/ethical- Why study this? Effect on us?

Page 14: Spooky Spirituality

Why avoid the paranormal in HE studies?