Abstract
This paper suggests possible ways for teachers to develop students’ personal meaning in public school classrooms. We discuss why schools should move beyond a focus on narrow performance standards and help students address the mysteries of life in our universe. We show how a personally meaningful curriculum is an integral one that emphasizes multiple dimensions of knowledge, enduring understandings, and the development of a moral imagination. We conclude that by using four educational keystones (gratitude, justice, imagination, and transcendence) we can educate for personal meaning without imposing our own worldview and belief system on our students.
Recommended Citation
Brummelen, H., Franklin, K., & Hilder, M. (2005). Creating Space for Personal Meaning in Schooling. International Christian Community of Teacher Educators Journal, 1(1).