Lived spirituality in CLE: Lasallian teacher experiences

https://doi.org/10.70228/CBJ2025065

Cite this article Read this article

ABSTRACT

This qualitative study examined how experienced educators at a Catholic university in the Philippines integrate the five core domains of Lasallian Lived Spirituality (LLS) into the Christian Living Education (CLE) curriculum. While the LLS framework is central to Lasallian education, there is a lack of empirical research on specific pedagogical methods and the practical challenges educators encounter. This research addresses these complexities directly, investigating issues like curriculum time constraints, difficulties engaging modern youth with spiritual concepts, and the inconsistent integration of "Caring for the World."Using a basic interpretive design, the study collected rich data from three experienced CLE teachers through in-depth interviews, focus groups, and reflective essays. Findings reveal that teachers operationalize LLS using pedagogical dynamics from Groome's (1998) Shared Praxis Approach. This method effectively fosters a "Lived Spirituality" by connecting students' faith with daily life. Key practices include facilitating critical reflection, encouraging authentic prayer, guiding character development, and fostering healthy relationships. However, "Caring for the World" showed less consistent integration. The research emphasizes the critical role of intentional pedagogy in nurturing spirituality. It demonstrates the potential of an experiential approach to make religious education engaging and transformative, aligning with core Lasallian principles. This study provides valuable insights into translating broad educational frameworks into vibrant, effective classroom practices.

Keywords: Lasallian Lived Spirituality (LLS), Christian Living Education (CLE), Experienced Educators, Shared Praxis Approach, Qualitative Study, Pedagogy, Spiritual Formation, Curriculum