Spiritual direction in religious education: Perceptions, practices, and spiritual growth initiatives of higher education faculty in selected Daughters of Charity schools

• Main Author: Vines, Gleanson A.
• Format: text
• Published: Animo Repository 2009
• Subjects: Religious education; Religious education—Teacher training; Education; Educational Administration and Supervision; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/12327
• Institution: De La Salle University

This study investigated the perceptions, practices, and initiatives of higher education faculty of religious education in Daughters of Charity schools. It employed thirty (30) samples (N = 30) composed of both lay and religious who were tasked to handle religious education courses among DC de-regulated and regulated Higher Education Institutions. The study utilized the descriptive research design method. The respondents' responses on the three survey questionnaires pertaining to their perception, practices, and initiatives of spiritual direction accompaniment were statistically analyzed and interpreted. The study reveals that religious education faculty members have a good perception of themselves as co-journeyers of their students in their spiritual quest. It was indicated that in the context of the pedagogy of faith, RE faculty were aware that they are spiritual companions of their students. However, the study also revealed that they perceived themselves as seldom practicing it. Thus, it is implied that there exists an imbalance between the way the respondents see themselves as spiritual companions and the way they see themselves as engaging in its practice through various religious education activities or programs in their respective campuses. The respondents also manifested a low perception pertaining to the way they perceive the implementation of DC education ministry's spiritual growth initiatives. According to their perception, the institutional goals for spiritual nourishment are seldom implemented. Moreover, the study exhibited that the accreditation level of DC schools have no significant relationship on the way the respondents' perceived and practiced spiritual accompaniment in the context of religious education. Furthermore, the result of this study shows a very high correlation among the respondents' perception of the link between spirituality and religious education. The instructional aspect and pedagogy of the faith have strong connection with the spiritual development aspect of students' formation. Thus, it is surmised from the findings that teaching is not merely an academic exercise; in truth it is also spiritual formation though taken for granted by many faculty members.