Evaluating Spiritual Sensitivity in Teacher Training Institutions of South Gujarat, India: A Study
The end and aim of all education is to nurture. What the planet now need along with muscles of iron and nerves of steel, strong will is spiritual power which nothing can challenge. Even if it meant going down to the bottom of the ocean, meeting death face to face, it is man-making education that we require. All knowledge is in the human mind. In many cases it is not revealed, but it remains concealed, and when the veil is being slowly unveiled, we say ‘we are learning’,' we are enfolding' and the advance of knowledge is made by the advance of this process of uncovering. The person from whom this veil is being lifted is the more knowing person, a spiritual being; the person upon whom it lies thick is just the store house of information. Like fire in a piece of flint, knowledge exists in the mind; inference is the friction which brings it out. All knowledge and all spiritual power is within. What we call spirituality, secrets of Nature, and strength are all within. Much has happened over a last half century. People across the globe, in different ways, through different modes, in different languages and expressions are turning to inner sources of knowledge. Much has happened over a last half century. People across the globe, in different ways, through different modes, in different languages and expressions are turning to inner sources of knowledge. Education is to probe deeper. It is not simply soothing the skin but stirring the spirit. The study employs spiritual sensitivity scale questionnaire as tool to investigate to what extent it is required to bring in spirituality in education. Spiritual Sensitivity Scale from  Kirsi Tirri* is adopted and study sample is segment of teacher training students of urban, rural and tribal area of South Gujarat, India. Paper concludes with outline of model course design on Spirituality in education.
Key words - Education, Spirituality, Intelligence, Sensitivity.
*Kirsi Tirri, Spirituality in Education 2009/1/1 Scripta Instituti Donneriani Aboensis, volume 21, pp 245-258