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Shiavault - a Vault of Shia Islamic Books Spirituality in Religious Education: Implications of Changing Contemporary Contexts Learning that addresses the inner and outer lives of students to their enhance learning in religious education.

As discussed earlier, there are certain implications for educators, particularly in the field of religious education if they desire to enhance the learning experiences of their students by addressing the spiritual elements of meaning and connectedness, and also to raise their awareness of themselves as empathetic and compassionate people. There are two aspects to the recommendations provided here.

The first (A )relates to general principles and the second (B) are specific to classroom practice and environments. A.General principles: 1. To begin with this new generation is going to be more than ever influenced by technology and multimedia. They are used to presentations that are technically brilliant with audio-visual gadgetry and sophistication.

They have spent many hours in front of different sized screens which compose much of their entertainment, and in general, their concentration span equals the amount of time during which a commercial TV program may screen before it is interrupted by advertisements; in other words, about 10 or 15 minutes.

Accordingly, it is necessary for educators to factor in some consideration of these elements in the delivery of their learning programs if they want to really engage their students and move them beyond the surface of their conscious minds. 2. An additional factor is the need to raise awareness amongst students of the influential factors in their external environment that affect their unconscious minds so that these influences can be identified, articulated and addressed.

This is particularly important in the current climate where particular religious groups are being targeted overtly and covertly through the media and by different public figures which may lead individuals to display biased attitudes that are generated by their adaptive unconscious (Wilson, 2002).

Indeed, educators themselves may need to constantly raise their own awareness of the determining influences of their own adaptive unconscious minds especially in recognizing their own levels of tolerance and empathy for groups who are different from themselves and with whom they may have had little engagement. 3.