Abstract
This research attempts to examine the spirituality – not religion - in US public education as a means to support human rights. In doing so, I reflect on my own experiences, as a progressive spiritual person and educator. I ground this argument in my own personal journey not from a psychological perspective or to vent my frustrations. This project will serve as a method of inquiry (Richardson, 2000) where I will theorize my ‘own social metamorphoses’ hoping to better grasp the object of this research. Transparently, how I read the world is expressed on my search for meaning in public education. In the light of Spirituality, where I will fully be committed to the etymology of the term. This thesis approaches the subjectivity of the object of study, the Being. I am using the lenses of spirituality in order to rationalize my own terms as I do intend to bring to the surface, the spirituality of consciousness first and foremost. My intention is to create consciousness along the dialog where we possibly could move beyond curriculum and see hope rather than chaos. Now, I do feel that the topic of spirituality is quite fresh still. There is not much literature available in this terrain, making me think that it is possible that spirituality impeded theory development, possibly giving to the conceptual differences in the field. My analysis is qualitative-hermeneutic which emphasizes subjective interpretations in the research of meanings of texts, art, culture, and social phenomena. I conclude with my findings and recommendations.