The conflict between pedagogical effectiveness and spiritual development in Catholic schools

This chapter explores the complex tension faced by UK Catholic schools today: the tension between nurturing pupils within a faith tradition, whilst also seeking to enable and facilitate their spiritual and holistic development. Methodologically focused on children's voices and narratives in relation to religious education and identity, its analysis of research findings offers an original perspective and critical examination of the tensions identified. The chapter contributes to the currently emerging field of children’s spirituality through its discussion of the tensions between nurture in a faith tradition and attending to children’s innate spirituality. In framing these tensions within both theory and practice the chapter offers new insights; it has impacted on educational theory and practice at Diocesan level in the UK in the Catholic Diocese of Arundel & Brighton and The Church of England Diocese of Nottingham, as well generated research and extended educational practice in church schools in Australia