Religion & Spirituality


  • American Association of School Administrator’s Spirituality in Leadership

    AASA, founded in 1865, is the professional organization for over 14,000 educational leaders across America and in many other countries. AASA’s mission is to support and develop effective school system leaders who are dedicated to the highest quality public education for all children. AASA's major focus is standing up for public education.

  • College Values

    Spirituality in Education: This annotated bibliography was developed by Estella Gutierrez-Zamano, Research Associate at Scripps College, during her graduate education at the Higher Education Research Institute at UCLA. Funded by the Fetzer Institute, this bibliography is especially helpful for research on college student spirituality.

  • Ontario Consultants on Religious Tolerance

    Large information depot for all religious/spirituality topics

Books, Book Chapters, & Journal Articles:

  • Fowler, J. W., Nipkow, K. E., & Schweitzer, F. (1991). Stages of faith and religious development : implications for church, education, and society. New York: Crossroad.

    Building on the contributions of such key thinkers as Piaget, Erikson, and Kohlberg, Fowler draws on a wide range of scholarship, literature, and firsthand research to present expertly and engagingly the six stages that emerge in working out the meaning of our lives--from the intuitive, imitative faith of childhood through conventional and then more independent faith to the universalizing, self-transcending faith of full maturity. Stages of Faith helps us to understand our own pilgrimage of faith, the passages of our own quest for meaning and value. (from

  • Fried, J. (1997). Changing Ethical Frameworks for a Multicultural World. New Directions for Student Services, 77, 5-22.

    Explores the origins of the dominant ethical belief system in student affairs which relies heavily on the application of principles to problems. Discusses examples of ethical behavior in professional practice and surveys ethics education for students. Presents a process for examining the ethical implications of decisions and describes new cultural realities. (from EBSCO)

  • Jablonski, M. A. (2001). The implications of student spirituality for student affairs practice. San Francisco: Jossey-Bass.

    In the past few years, there has been a surge of interest in the spiritual development of college students, and in connecting spirituality and organizational change. In the past, student affairs organizations and higher education programs have been reluctant to address spirituality as connected to student development or to the programs and services on a college campus. This issue of New Directions for Student Services provides student affairs professionals and others on college campuses with information and guidance about including spirituality in student life programs and in the curriculum of preparation programs. Contributors explore the role that faith and spirit play in individual and group development on our campuses. Models of leadership, staff development, and graduate education itself are all examined from the context of spirituality. (from

  • Love, P. (2001). Spirituality and Student Development: Theoretical Connections. New Directions for Student Services, 95, 7-16.

    Considers where theories of spiritual development fit into the constellation of student development theories. Highlights the work of Sharon Daloz Parks to reinforce the relationship of spiritually related developmental theories and traditional ones, especially the cognitive-structural. (from EBSCO)

  • Nash, R. J. (2001). Religious pluralism in the academy : opening the dialogue. New York: P. Lang.

    This book argues that American colleges and universities need to enlarge their understanding of pluralism and multiculturalism by sponsoring open, challenging, spiritually and educationally revitalizing conversations among students about genuine religious difference. Although religious difference is a pivotal component of cultural pluralism, too often today it gets ignored, marginalized, or sugar-coated in higher education. Together administrators, faculty, and students must take the initiative to transform the academy into an exciting space for robust and respectful religious dialogue throughout the campus. This book offers a number of concrete examples and strategies in each chapter for achieving this objective. (from

  • Parks, S. D. (2000). Big questions, worthy dreams : mentoring young adults in their search for meaning, purpose, and faith (1st ed.). San Francisco, Calif.: Jossey-Bass.

    The "twenty-something" years of young adulthood are increasingly recognized as critical but puzzling. Building on the foundation she established in her classic work, The Critical Years, Sharon Parks urges thoughtful adults to assume responsibility for providing strategic mentorship during this important decade in life. She reveals also, however, the ways young adults are influenced not only by individual mentors but also by mentoring environments. (from

  • Renard, J. (2002). 101 Questions and Answers on Islam. New York: Gramercy.

    This informative, clear, and accessible guide offers information and knowledge about the Islamic religion. Organized in a question and answer format, this book gives the reader a better understanding of Islam through education. Where and when did Islam come into being? What sort of book is the Koran? What basic views do Muslims hold on human rights? (from