The use of visualisations to develop the aesthetic aspects of spiritual literacy
Year: 2013
Type: article
Abstract: This paper reports on a pilot project to explore the relationship between the imagined physical experience and the inner–personal aspects of a guided visualisation journey in relation to spiritual literacy for children aged 7–11. The project examined the use of auditory and aesthetic stimuli during a visualisation as a pre-linguistic trigger so the experience could be recalled, developed or enhanced through the stimuli alone. It used guided visualisations and reflective activities with eight pupils in two upper primary settings to examine whether this recollection of the imagined physical journey aided development of a personal, spiritual experience after the event, and whether the psychological expression of the imagined physical experience aided this in some way. It was recognised that the child’s connection with the context could affect the depth, quality or even intensity of interpretation. Therefore, the project draws upon theories including psychosynthesis theory, which takes into account the uniqueness of the individual’s life journey and therefore allows the children to make meaningful links within their schema.
Authors: Emma McVittie, Paul Smalley
Institution: Edge Hill University
Language: English
Subfield: Health
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2005149905