“We’re All for Spiritual Education, Just Don’t Call It That”: Spirituality in Secular State Schools in Israel – Between Conceptualization and Legitimacy

Whether the school day begins with “prayer,” “contemplation,” or “meditation” – each word will evoke different reactions. This study delves into the relationship between conceptualizations of spirituality and attitudes toward its assimilation in institutionalized education. The case study is a governmental secular-traditional network of schools in Israel. The research aims to find out what stances do parents and faculty hold on the introduction of various alternative-spiritual practices and contents to elementary schools. The major finding is that all sectors are willing to incorporate spirituality in schools (parents much more than teachers). Terminological issues came up as crucial in the responses.