Acknowledgements; Foreword; Preface; Chapter 1: Introduction: exploring humanity, spirituality and religions in school The project Spirituality to and into dualism After dualism Spirituality overcoming dualism Defining spirituality again Policy on the spiritual Spirituality, religion and ethos Researching humanity: community, learning, and dialogue The structure of the book; Chapter 2: School communities and the possibility of friendship Introduction Community Friendship Friendship, freedom and fear Friendship and irreplaceability Friendship and difference and inequality The spirit of the schools Close to me Working together: friends in deed Conclusion ;Chapter 3: Learning together in the creative school: Introduction: inclusion and creativity The meaning of inclusion The meaning of creativity Inclusive learning Weak inclusion Strong inclusion Inclusion of the curriculum and of people Making sense: the spirit of creativity Agency, originality and value Creativity, discipline and authenticity The spirit of the schools Inclusion in and out of groups Made up Conclusion; Chapter 4: Monologue or dialogue? Stepping away from the abyss: Introduction Dialogue and duellism Existential vocationalism and abysmal dialogue Lessons in dialogue Dialogue within and beyond schools The spirit of the schools Dialogue within the school: silence and being there Dialogue beyond the school: dead hamsters Conclusion for persons; Chapter 5: 'Great-souledi schooling and the spirit of the leader Introduction Avoiding loneliness Solitude and privacy for school leaders Crafty leadership From virtuosity to virtue: magnanimity and humility Conclusion; Chapter 6: Conclusion: understanding and promoting the spirit of the school Introduction The virtue and value of research Vicious research, stealing or ignoring souls Bad poetry Virtuous research The virtue of sincerity The virtues of humility, modesty and openness to criticism The virtues of respect, courage and trust The virtues of kindness and truthfulness Valuable research Hoping for the spirit of the school Defining the spirit of the school What more is needed to promote the spirit of the school?; Appendix: The Spirit of the School methodology and toolkit; Introduction Guidance to participants The Salmon Line What is typically said? Friendship, membership and thought circles Interview questions Additional information for adult participants Additional information for pupils Information about you: staff Information about you: pupils Consent form for institutions/organisations Consent form for individual adults Consent form for the parents/carers of individual young people Consent form for individual young people Research schedule: questions and activities; Bibliography; Index.
