スピリチュアリティーの学際研究コミュのスピ３次元モデル

1: Construct Structure
A) Problem
Confusion over subcategory/ keywords/ constructs of spiritual development.

B) Claim
The three processes of spiritual development may not be constellated adequately.

C) Suggestion
By introducing a three-dimensional model may help to organize the various sub concepts and keywords under the three processes of spiritual development. For example, the X-axis represents the individual inner dimension (the psychologically observable measurable factors) such as attitude, virtue etc. The Y-axis represents the individual outer dimension such as behavior and activity. The Z-axis represents the transcendental dimension such as awareness of invisible things; this could be inner but deeper and independent of personality or cognitive function). By applying another developmental direction such as the Z-axis, contradicted concepts such as innate vs. acquired, matter of choice/intention, necessity of hardship/training will be better addressed.

D) Theoretical Ground
The following scholars’ models and theories support the use of the model.
Integral theory and four-quadrants model of consciousness (Wilber, K., 2000), transpersonal developmental line ( Armstrong, T., 1985), and children’s innate spirituality (Coles, R., 1990).
誰かトラパ系じゃなくって、固い文献知らない？哲学でもいいのかな。

E) Next Step
Multidimensional scaling analysis should be used in conjunction with hierarchical cluster analysis of our data in order to best represent the data. (Takahashi, M., 2008)

2: Definition
A) Problem
Is “a way of living” a process of SD?
What is the difference between virtue and spirituality?

B) Claim
If we emphasize a way of living and character strength, depending on the context, as the processes of spiritual development the commonality or the essence of universal spirituality may be cloudy and this may cause the unnecessary endless argument among different cultures.

C) Suggestion
To focus on culture-free concepts like awareness and connectedness, as the core essence of spiritual development. Furthermore, it is essential to consider the aspect of way of living and virtue as an important factor for the practice use and as a phenomenon resulted from spiritual development.

D) Theoretical Ground
Key concepts of the operational definition of spiritual health are meaning/purpose, awareness and connectedness (Hawks, S. and et al., 1995)

E) Next Step
1 To distinguish the theoretically important concepts and practically important concepts of spiritual development.
2 To re-define spiritual development.


3: Practice
A) Problem
How to address the negative side of spiritual development?

B) Claim
Negative experience/ hardship/ trial can foster one’s spiritual development, however negative experiences are not the necessary factors for spiritual development. Unhealthy spiritual training possibly causes a decline in one’s physical, mental, social and spiritual health.

C) Suggestion
To advise on focus on the positive/healthy aspects of spirituality, connection with the transcendent, and one’s ability to surrender.

D) Theoretical Ground
The following articles and theories presented in these texts highlight the relationship between the impacts of positivity on one’s health and the connection to prosocial behaviors.
The broaden-and- build theory of positive emotions (Frederickson, B.L., 2001), Logo therapy 反省除去法って，英語でなんて言うんですか？教えて(Frankl, V),
and Solution focused approach (Insoo Kim Berg)



REFERENCES and NOTE

Wilber, K. (2000). Integral Psychology
Armstrong, T. (1985). The Radiant Child
Coles, R. (1990). The Spiritual Life of Children
Takahashi, M. and Ide, S. (2003). Implicit theories of spirituality across three generations: A cross-cultural Comparison in the U.S. and Japan, Journal of Religious Gerontology, 15(4), 15-38.
Hawks, S. and et al. (1995). Review of spiritual health: dimension, role and intervention strategies in health promotion, American Journal of Health Promotion, 9(5), 371-378.
Fredrickson, B.L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions, American Psychologist, 56(3), 218-226.