Inquiry content:

Hello. I am reading your work.
I am aiming to become a high school ethics teacher. I would like to hear your opinion on incorporating the spiritual world into public education.
Ethics and philosophy are closely related to spirituality, and as a teacher, I want to encourage more young people to awaken and gain insights.

(End of question)

I am not an expert in education, but based on my childhood experiences, I think that serious children tend to be drawn to the "thinking, therefore I am" philosophy taught by teachers. As a result, as their ego expands, they often feel inadequate and become humble, or they engage in self-deprecating and abusive behavior towards others. Therefore, I think it is better to implicitly teach that one exists even without expanding the ego, that is, "I already am, even without thinking." I think that modern education tends to focus on ego expansion, self-esteem, and the development of autonomy. As a result, children tend to compare themselves to others, and if they feel inadequate, they may try to protect their ego by hurting or belittling others. I think that awakening can sometimes lead in that direction. True spirituality is not supposed to be like that, but as a teacher, I have to maintain a distance from ideological and religious positions. In that case, as a teacher, I can only give Buddhist-like sermons. Ethics and philosophy are not always compatible with the essence of spirituality. They are more about maintaining social order than about awakening. Imparting awakening in such a situation could be seen as a religious act, which could cause resentment from parents and other teachers. Objectively, it would be better to follow the guidelines of that denomination within a school that is openly recognized as being affiliated with a particular denomination, such as Christianity or Buddhism.

And, regarding this point as well, I also asked ChatGPT for general opinions.

1. First, let's organize the premises.

This question has at least three layers:
1. The problem with the system of public education.
2. The nature of the academic disciplines of ethics and philosophy.
3. How to deal with spirituality.
Because each has different characteristics, it is necessary to consider them separately.

2. Principles in public education.

Japanese public education is based on the following principles:
- Respect for freedom of thought and belief.
- Religious neutrality.
- Consideration for diverse values.
- Avoidance of excessive intervention in students' inner lives.
Therefore, in the field of public education, it is necessary to be cautious about anything that aims to "lead" students towards a specific worldview or to induce a certain kind of change in consciousness.
In particular, the word "awakening" often carries religious or spiritual connotations, and as education, it may be interpreted as an attempt to induce value judgments.

3. The relationship between ethics/philosophy and spirituality.

(1) In terms of historical facts, they are closely related.
If you look at the history of ethics and philosophy,
- Ancient Greek philosophy (exploration of the soul, virtue, and good)
- Eastern thought (Buddhism, Confucianism, Yoga, etc.)
- Existentialism in modern times
- Contemporary religious philosophy
are deeply related to spiritual exploration.
In other words, treating them as a history of thought is academically justifiable.

(2) However, their positions are different.
- Philosophy → Critical examination and conceptual analysis
- Spirituality → Experience, belief, and practice
The ethics of public education are basically based on a "philosophical attitude."
In other words, the basic approach is to teach how to think, rather than what to believe.

4. An approach that is easily accepted as education.

From a third-party perspective, the following approach would be relatively reasonable:
① Treat it as a subject of intellectual history or comparative philosophy.
Examples:
- Religious philosophy
- Mystical thought
- Philosophical interpretation of religious experiences
- Differences between realism and psychological interpretations
This is an academic standpoint, so the issues are relatively minor.

② Treat it as a subject of critical thinking.
- The social role of spirituality
- Why do people need transcendent concepts?
- The relationship between faith and rationality
This is also educationally appropriate.

③ Do not aim for "awakening."
If the intention to "awaken" someone is prominent,
- There is a risk of infringing on students' freedom.
- There is a risk of leading to specific ideologies.
- There is a risk of friction with parents and the administration.
In public education, it is appropriate to create room for students to think for themselves, and it is cautious to guide them towards specific mental states as an educational goal.

5. The ideal position for a teacher of ethics.

From a third-person perspective, the following approach is the most stable:
・Do not deny spirituality.
・However, do not affirm it either.
・Treat it as something to be "considered."
・Present diverse perspectives in parallel.
・Leave the judgment to the students.
With this approach, it is possible to balance educational neutrality and spiritual inquiry.

6. Points where problems are likely to occur.

Please note the following:
・Emphasis on personal experiences.
・Statements of conviction by the teacher themselves.
・Assertions about the universe and the soul.
・Use of words such as "the real world" and "truth."
These are areas that should be approached with caution in public education.

7. Conclusion (Objective evaluation)

As a third party, I would summarize it as follows:
- Ethics and the spiritual world are indeed closely related historically and ideologically.
- However, in public education, they cannot be in a "guiding" position.
- The appropriate approach is to present them as materials for inquiry.
- The mission of a teacher is not to "awaken" students, but to "cultivate thinking."
If dealing with the spiritual world, the most healthy approach is to do so within a framework that maximizes the freedom of the students.