Postmodern approaches to spiritual education, such as that proposed by the Children and Worldviews Project (Erricker and Erricker 1996a, 1996b, 1999, 2000a, 2000b, 2000c, 2001; Erricker, Erricker, Ota, Sullivan and Fletcher 1997; Erricker, Erricker, Ota, Sullivan and Logan 1994; Erricker, Ota and Erricker 2001) are strongly pragmatic and constructivist. Drawing on the thought of Herbert Marcuse
... [Show full abstract] and contemporary socialist thinkers, I argue that this project is an example of ‘resistance postmodernism’ which is naive regarding the encroachments of capital and fails to take into the account the way in which spiritual identities are constructed by the market. As an alternative, I propose a framework for spiritual education which suggests that emancipatory approaches to religion ‐‐ such as liberation theology ‐‐ offer valuable pathways to spiritual understanding.