Improving the Pedagogy of Islamic Religious Education in Secondary Schools

conceptualised in an introspective way, Von Gontard concludes by looking at the way spirituality is experienced and developed interpersonally between children. Again, this is through his understanding of Buddhism and by drawing on his skills as a psychiatrist and psychotherapist. Through using excerpts taken from children’s own accounts an authentic, but limited, view of spirituality is presented. What would facilitated this further would have been more of an in-depth examination as this discussion was minimal and may possibly leave the reader with questions regarding children’s social interactions and the ways the personal and communal aspects of self facilitate spiritual development. Quite possibly, this may well be the next piece of work by the author. This book adds a great deal to the understanding of children’s spirituality and may be of value to a variety of interested groups, both professional and personal. However, this book is written from a western perspective where faith and spirituality are often individually negotiated and where religion is a contested space. As such, a book which focuses on Buddhism and Buddhist concepts in general may be of such a specialist nature that its contribution and impact may not achieve the readership its quality deserves.