Article by Jisha Baby, Bhagyalakshmy R, (Research Scholars), Supported by Dr. P.J. Jacob, Professor, SPS.
Introduction
Holistic Education is a philosophy of education based on the premise that each person finds identify, meaning and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace. Holistic Education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. According to J. Krishnamurthi “The highest function of education is to being about an integrated individual who is capable of dealing with life as a whole”.
Spirituality is a science of values, the pivotal point on which depends the progress and survival of mankind. There is no totality of human experience in science as it includes only a part of human experience. Spirituality extends to supra- intellectual and other subtle planes of human consciousness as it denotes the pursuit of knowledge for the infinite and immutable, which is beyond the ephemeral world of duality.
Education is one of the important human activities, which help the developmental process of a country and the progress of a country today is decided to a great extent by the level of scientific knowledge it has acquired. Science has further enabled human beings to gain supremacy over nature. Science is considered as a symbol of culture and enlightment and as a synonym of progress.
Spiritual intelligence is the multiple ways of knowing and for the integration of the inner life of mind and spirit with the outer life of work in the world. There are 16 dimensions of spiritual intelligence namely virtious, vision and insight, commitment, Divinity, compassion, flexibility, Gratitude being holistic, intuition, self awareness, inquisitive, resilient, Mission and servant leader, value, field independent and inner peace and contentment. Both science and spirituality need to work together to understand total reality. Spirituality does not mean strict adherencee to religious principles. Once we begin to understand ourselves and others well through proper application of our intelligence and emotion we are living our lives according to spiritual principles. Thus we can easily say that spiritual Quotient (SQ) acts as a balance of IQ and EQ.
Science is the pursuit of truth and the acquisition of scientific knowledge is accompanied with the development of many scientific skills and capabilities. Science and many of its objectives are related to intelligence, emotional intelligence and spiritual intelligence. Hence the investigators felt the need to conduct a correlation study of scientific interest and spiritual intelligence of higher secondary pupils, as they are the growing citizens of the country.
Hence the investigators conducted a study among higher secondary pupils to find out whether there is any relationship between scientific interest and spiritual intelligence.
Objectives of the Study
1. To compare the scientific interest of higher secondary pupils with respect to science and humanities group.
2. To compare the level of spiritual intelligence of higher secondary pupils with respect to science and humanities group.
3. To find out the relationship between scientific interest and spiritual intelligence of higher secondary pupils with respect to science and humanities group.
Hypotheses
1. There will be significant difference in the level of scientific interest of higher secondary pupils with respect to science and humanities group.
2. There will be significant difference in the level of spiritual intelligence of higher secondary pupils with respect to science and humanities group.
3. There will be significant relationship between scientific interest and spiritual intelligence of higher secondary pupils with respect to science and humanities group.
Methodology in brief
Normative survey method is adopted for the study. For the collection of data, stratified sampling techniques were used. Total sample consists of 120, 65 from science and 55 from humanities group of higher secondary pupils.
The tools used for data collection were The Kerala University science interest inventory by Nair and Jacob Thomas and spiritual intelligence scale by Singh and Kaur.
The tools were administered on the sample under standardized conditions and the data thus collected were analysed using appropriate statistical techniques, such as mean, standard deviation, computation of critical ratio and computation of Pearson’s product moment coefficient of correlation.
Analysis and Discussion
1. Comparison of scientific interest scores of higher secondary pupils
The scientific interest scores of higher secondary pupils with respect to science and humanities groups were compared to find out whether the groups, differ significantly or not. The obtained critical ratio 2.61 is significant at 0.01 level. This shows that there is significant difference between the means of science interest scores of the pupils in science and humanities groups. Since the mean score of science group is greater than that of the humanities group, the former is superior to the latter in science interest.
2. Comparison of spiritual Intelligence Scores of higher secondary pupils
The spiritual intelligence scores of higher secondary pupils with respect to science and humanities groups were compared to find out whether the groups differ significantly or not. The details ratio 10.22 is significant at 0.01level. This shows that there is significant difference between the means of spiritual intelligence scores of the pupils in science and humanities group. Since the mean score of science group is greater than that of the humanities group, science group is superior in spiritual intelligence than the humanities group.
3. Relationship between science interest and spiritual intelligence for the total sample
The relationship between science interest and spiritual intelligence for the total sample was found out using the product moment method and co-efficient of co-relation was obtained. The co-efficient of correlation between science interest and spiritual intelligence for the total sample is 0.68, which is statistically significant at 0.01 level. The confidence interval at 0.01 level is from 0.631 to 0.729. The obtained r-value is positive indicating that both variables are positively correlated. So there exist a positive relationship between science interest and spiritual intelligence of higher secondary pupils.
Conclusion
The higher secondary pupils from the science group have greater scientific interest than those from humanities group. The spiritual intelligence is also in favour of pupils from science group compared to the humanities group. Also there is significant positive relationship between scientific interest and spiritual intelligence of Higher Secondary pupils
Educational implications
This study helps the educationists and curriculum planners to understand the necessary of spiritual intelligence and its application in the present curriculum.
As the perfect integration of spiritual intelligence in the curriculum will promote leadership behaviour, teachers should utilize the potentialities of students profitably by providing various opportunities in schools.
As spiritual intelligence is the ability to access higher meanings and values suggest measures to imbibe its application in the curriculum and also finds its importance in the science curriculum.
Spiritual intelligence is the intelligence with which we address and solve problems of meaning and value. So effective integration of SQ in the science curriculum will help student in developing their thinking skill and problem solving ability.
References
Berk, E.L. (2004). Child Development (6th ed.). Delhi: Pushpa Print Services India.
Sharma, R.C (1996). Modern Science Teaching. Delhi: Dhanpat Rai and Sons.
Singh & Kaur (2008). Development of Spiritual intelligence scale. Psycho- lingua, 38 (2), 143-146.
Vaughan, Frances (2002). What is spiritual Intelligence? Journal of Humanistic psychology, 42(2), 16-33.
Zohar. D & Marshall, I (2001). SQ –The Ultimate Intelligence. New York : Bloomsbury Publications.
Holistic Education is a philosophy of education based on the premise that each person finds identify, meaning and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace. Holistic Education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. According to J. Krishnamurthi “The highest function of education is to being about an integrated individual who is capable of dealing with life as a whole”.
Spirituality is a science of values, the pivotal point on which depends the progress and survival of mankind. There is no totality of human experience in science as it includes only a part of human experience. Spirituality extends to supra- intellectual and other subtle planes of human consciousness as it denotes the pursuit of knowledge for the infinite and immutable, which is beyond the ephemeral world of duality.
Education is one of the important human activities, which help the developmental process of a country and the progress of a country today is decided to a great extent by the level of scientific knowledge it has acquired. Science has further enabled human beings to gain supremacy over nature. Science is considered as a symbol of culture and enlightment and as a synonym of progress.
Spiritual intelligence is the multiple ways of knowing and for the integration of the inner life of mind and spirit with the outer life of work in the world. There are 16 dimensions of spiritual intelligence namely virtious, vision and insight, commitment, Divinity, compassion, flexibility, Gratitude being holistic, intuition, self awareness, inquisitive, resilient, Mission and servant leader, value, field independent and inner peace and contentment. Both science and spirituality need to work together to understand total reality. Spirituality does not mean strict adherencee to religious principles. Once we begin to understand ourselves and others well through proper application of our intelligence and emotion we are living our lives according to spiritual principles. Thus we can easily say that spiritual Quotient (SQ) acts as a balance of IQ and EQ.
Science is the pursuit of truth and the acquisition of scientific knowledge is accompanied with the development of many scientific skills and capabilities. Science and many of its objectives are related to intelligence, emotional intelligence and spiritual intelligence. Hence the investigators felt the need to conduct a correlation study of scientific interest and spiritual intelligence of higher secondary pupils, as they are the growing citizens of the country.
Hence the investigators conducted a study among higher secondary pupils to find out whether there is any relationship between scientific interest and spiritual intelligence.
Objectives of the Study
1. To compare the scientific interest of higher secondary pupils with respect to science and humanities group.
2. To compare the level of spiritual intelligence of higher secondary pupils with respect to science and humanities group.
3. To find out the relationship between scientific interest and spiritual intelligence of higher secondary pupils with respect to science and humanities group.
Hypotheses
1. There will be significant difference in the level of scientific interest of higher secondary pupils with respect to science and humanities group.
2. There will be significant difference in the level of spiritual intelligence of higher secondary pupils with respect to science and humanities group.
3. There will be significant relationship between scientific interest and spiritual intelligence of higher secondary pupils with respect to science and humanities group.
Methodology in brief
Normative survey method is adopted for the study. For the collection of data, stratified sampling techniques were used. Total sample consists of 120, 65 from science and 55 from humanities group of higher secondary pupils.
The tools used for data collection were The Kerala University science interest inventory by Nair and Jacob Thomas and spiritual intelligence scale by Singh and Kaur.
The tools were administered on the sample under standardized conditions and the data thus collected were analysed using appropriate statistical techniques, such as mean, standard deviation, computation of critical ratio and computation of Pearson’s product moment coefficient of correlation.
Analysis and Discussion
1. Comparison of scientific interest scores of higher secondary pupils
The scientific interest scores of higher secondary pupils with respect to science and humanities groups were compared to find out whether the groups, differ significantly or not. The obtained critical ratio 2.61 is significant at 0.01 level. This shows that there is significant difference between the means of science interest scores of the pupils in science and humanities groups. Since the mean score of science group is greater than that of the humanities group, the former is superior to the latter in science interest.
2. Comparison of spiritual Intelligence Scores of higher secondary pupils
The spiritual intelligence scores of higher secondary pupils with respect to science and humanities groups were compared to find out whether the groups differ significantly or not. The details ratio 10.22 is significant at 0.01level. This shows that there is significant difference between the means of spiritual intelligence scores of the pupils in science and humanities group. Since the mean score of science group is greater than that of the humanities group, science group is superior in spiritual intelligence than the humanities group.
3. Relationship between science interest and spiritual intelligence for the total sample
The relationship between science interest and spiritual intelligence for the total sample was found out using the product moment method and co-efficient of co-relation was obtained. The co-efficient of correlation between science interest and spiritual intelligence for the total sample is 0.68, which is statistically significant at 0.01 level. The confidence interval at 0.01 level is from 0.631 to 0.729. The obtained r-value is positive indicating that both variables are positively correlated. So there exist a positive relationship between science interest and spiritual intelligence of higher secondary pupils.
Conclusion
The higher secondary pupils from the science group have greater scientific interest than those from humanities group. The spiritual intelligence is also in favour of pupils from science group compared to the humanities group. Also there is significant positive relationship between scientific interest and spiritual intelligence of Higher Secondary pupils
Educational implications
This study helps the educationists and curriculum planners to understand the necessary of spiritual intelligence and its application in the present curriculum.
As the perfect integration of spiritual intelligence in the curriculum will promote leadership behaviour, teachers should utilize the potentialities of students profitably by providing various opportunities in schools.
As spiritual intelligence is the ability to access higher meanings and values suggest measures to imbibe its application in the curriculum and also finds its importance in the science curriculum.
Spiritual intelligence is the intelligence with which we address and solve problems of meaning and value. So effective integration of SQ in the science curriculum will help student in developing their thinking skill and problem solving ability.
References
Berk, E.L. (2004). Child Development (6th ed.). Delhi: Pushpa Print Services India.
Sharma, R.C (1996). Modern Science Teaching. Delhi: Dhanpat Rai and Sons.
Singh & Kaur (2008). Development of Spiritual intelligence scale. Psycho- lingua, 38 (2), 143-146.
Vaughan, Frances (2002). What is spiritual Intelligence? Journal of Humanistic psychology, 42(2), 16-33.
Zohar. D & Marshall, I (2001). SQ –The Ultimate Intelligence. New York : Bloomsbury Publications.
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