The present-day institutionalized education focuses predominately on intellectual endeavours and scientific reasoning. There lacks a wholesome philosophy or purpose of education that would enable students to not only develop their mental capacities but also spiritual. The present dissertation explains what spirituality is and provides the underlying reasons for the necessity of infusing education with the spiritual dimension in a non-denominational way. Moreover, the dissertation addresses holistic educational paradigms and their benefit for education. By referring to an ample number of scholars, who dealt with the issues of spirituality and education, it finally concludes with the importance of the reorganization of educational institutions for the progression of humanity. After that, it is shown how this expanded mandate of socio-emotional education can be fulfilled in foreign and second language learning by providing simple, practical activities that through ELT encourage the development of the affective faculties in students.
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