A
developing teacher’s spirituality and personal beliefs can serve as a powerful
foundation for advocacy grounded in Invitational Education (IE) Theory and practice,
as articulated by Purkey
and Novak (2015). This integration optimizes the pursuit of educational
goals that cultivate dignity, equity, and belonging, which are essential
foundations for strengthening an inclusive society. When thoughtfully
integrated, these dimensions can strengthen both professional purpose and the
pursuit of inclusive educational goals.
The democratic
ethos of IE Theory is rooted in the belief that people are able, valuable,
and responsible, and should be treated accordingly. Many spiritual traditions
similarly affirm the inherent dignity and worth of every person whereby there
is a moral call to compassion and justice.
The responsibility is to serve others.
For a developing teacher, spirituality
often shapes a worldview centered on meaning, interconnectedness, and service.
When aligned with Invitational Theory, this worldview becomes an educational
ethic. Therefore, respect becomes an intentional affirmation. Care becomes
structured support and faith in human potential becomes instructional
persistence. Therefore, one’s spiritual conviction can reinforce the
invitational assumption that every student is capable of growth.
Invitational
Education (IE) Theory rests on five core, inter-dependent elements or
assumptions. These are Intentionality,
Care, Optimism, Respect, Trust (I-CORT) (Purkey, Novak, &
Fretz, 2020; Anderson, 2021).
When exhibiting unconditional positive regard (Rogers, 1957) and seeking
to promote a growth mindset (Dweck, 2014), a
teacher’s personal beliefs can further align with each IE assumption.
If
a teacher believes their work is a calling or vocation, they are more likely to
act with intentional purpose. Instructional decisions, classroom
climate, and interactions
become deliberate efforts to invite success rather than accidental
occurrences.
Spiritual frameworks frequently
emphasize compassion. In practice, intentional care may mean listening
before correcting or designing equitable supports. Exhibiting restorative discipline rather than
punitive practices requires a caring mindset.
The
optimistic belief in human potential sustains high expectations.
Teachers who view
personal growth as possible for every student model resiliency and hope. These are critical components in inclusive
classrooms.
Spiritual
or ethical beliefs about human dignity invite intentional exhibitions of
respect. “As the body without the spirit
is dead, so faith without deeds is dead” (James 2:26). Faith-based intentionality
directly aligns with respect for student voice, culture, identity, and
lived experience. This embraces students’ Funds of Identify as “assets” (Moll, Soto-Santiago,
Schwartz, 2013) rather than deficits, which contributes to the teacher's Funds
of Knowledge.
Trust
emerges when a teacher consistently demonstrates fairness, confidentiality, and
reliability. These are traits often
rooted in ethics and morality. Arguably,
intentional trust-building is built upon a foundation
of spiritual integrity.
Advocacy within Invitational Education
(IE) Theory and practice extends beyond individual interactions to systemic
influence. For instance, a spiritually grounded teacher promoting IE tenets
may be more inclined to challenge deficit-based narratives about marginalized
learners, promote inclusive curriculum representation, and support policies
that remove structural barriers. IE advocacy
as an extension of values-based beliefs may result in more engagement with
families as valued partners. Spirituality, when outwardly-focused, rather than internalized
and self-satisfying, strengthens one’s courage to advocate for students who may
not have social power or franchise.
Professional growth and reflective
practice should be the goal of every educational practitioner. Spiritual
development often includes self-examination.
This aligns closely with Invitational Theory’s emphasis on professional
reflection to examine our implicit biases.
IE advocates encourage evaluating whether policies are intentionally
inviting or disinviting. By assessing whether classroom environments
promote belonging we recognize that if better is possible then good is not
sufficient. A teacher committed to inner growth is more likely to engage in continuous
professional improvement, thereby optimizing educational outcomes.
Education is a microcosm of society. Teachers
intentionally creating an intentionally inviting environment strengthens an
inclusive society. The result is students
experience love and belonging (Maslow,
1943). Diversity is framed as a strength. Dialogue replaces division so
that democratic participation is modeled daily.
A
teacher whose spirituality emphasizes community, justice, and human flourishing
naturally supports these aims. By embodying Invitational Education principles,
the teacher contributes not only to academic success but also to civic
formation.
Let us be clear that alignment must
remain ethically grounded. Personal spirituality should inform professional
integrity rather than seeking to impose one’s beliefs. The pursuit of inclusivity
requires honoring pluralism. IE advocacy respects the need for safeguards and
ethical balance. Personal beliefs must focus on student dignity and access
rather than religious persuasion.
Invitational Theory provides a
universal framework that welcomes diverse belief systems while centering shared
human worth. For a developing teacher, spirituality and personal beliefs can
deepen commitment to Invitational Theory and practice. When thoughtfully aligned,
spiritual conviction fuels intentional care. Ethical beliefs sustain optimism,
respect, and trust. Therefore, IE advocacy becomes an expression of moral
responsibility and professional
growth becomes a reflective discipline.
To cite:
Anderson,
C.J. (February 28, 2026) Aligning spirituality, personal beliefs and advocacy
for Invitational Education theory and practice. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Anderson, C.
J. (2021). Developing your students' emotional intelligence and
philosophical perspective begins with
I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.
Dweck, C. S. (2014, November). The power of believing that
you can improve [Video]. TED Conferences. https://www.ted.com
Maslow, A. H.
(1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346
Moll, L.,
González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices
in households, communities, and classroom: Routledge
Moll L. C.,
Soto-Santiago S., Schwartz L. (2013). Funds of knowledge in changing
communities. In Hall K., Cremin T., Comber B., Moll L. C. (Eds.), International
handbook of research on children’s literacy, learning and culture (pp.
172–183). Wiley Blackwell
Purkey, W. W., & Novak, J. M. (2015). Fundamentals of
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Education. Retrieved from: Fundamental
of Invitational Education | IAIE
Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020).
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Rogers, C. R. (1957). The necessary and sufficient
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