Consciousness and spirituality in the process of school evolution

Theoretical considerations and practical examples for shaping a future-oriented reality in the school development process

Abstract

The officially established term “school development” does neither reveal anything about its developmental direction nor its quality. Current activities rather comprise reacting and adapting to existing conditions than acting in terms of evolutionary dynamics. The observable results such as school fatigue, declining student performances despite declining requirements, a high rate of illness among teachers, felt senselessness, activism, seemingly exclusive economic applicability of education etc., point to the absence of consciousness. An intensive examination of the issue of consciousness and the consequently modified way of thinking and acting may lead to a model of school organization and development that results in a new quality of accomplishing and a more profound meaning for the people involved. Examples will show possibilities to open the way to an extending consciousness. In this article I would like to outline three essential perspectives on intuition: Intuition in basic psychological science Intuition as a competence Intuition as part of a transrational evolution of consciousness