Spiritual identity cuts across religious affiliation and can be expressed in multiple and interconnected ways. Researchers suggest that the following approaches may be implemented in all areas of the curriculum:
- Socio-centric where some feel a sense of good in helping others
- Eco-centric where others feel a connection to nature
- Cosmo-centric where others feels a sense of awe and wonder at the cosmos
- Geneo-centric where some show deep feelings for their ancestors
- Senso-centric where others are moved by a beautiful piece of art or by listening to certain kinds of music
- Chrono-centric still others feel spiritual experience in relation to time such as significant events and
- Transo-centric where some express their spirituality in social or ecological contents inspired by their connection to a divine source
Knowledge of these identities can heighten our own spiritual awareness and, in a dance context, provide starting points for creative work.
Spiritual experience entails a sense of awe and wonder, reflective silence, play and delight (Eaude 2005, 246). It may also include a heightened sense of energy or vitality, a sense of belonging, and an affinity with mystery (Claxton, cited in Fraser and Grootonboer 309). Delight is most likely to be displayed or experienced as dance educators lead students through valuable movement journeys from the mechanically correct to expressive movement (Kretchemar, cited in Lodewyk et al 176).