A Comparative Study of Spiritual Education Approaches with Regard to the Curriculum Components in Some Countries

The main purpose of this paper was to study spiritual education approaches with regard to curriculum components in selected countries through a comparative method drawing on Brady’s model. To this end, relevant documents concerned with the selected countries were collected using library research and through referring to related websites including UNESCO and Proquest, and those of the Ministry of Education in the target countries. Data then was described, interpreted, and compared. From among countries with spiritual education programs, Australia, Japan and Turkey were purposively sampled. Spiritual education approaches were then examined in terms of aim, content, and teaching methodology. The results of the study indicated that there were considerable similarities and differences regarding the education components of concern in this study. While similarities concerned the objectives to the largest extent and content to some extent, differences were recognized in methodologies.