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i ACKNOWLEDGEMENTS  iii LIST OF TABLES  viii LIST OF FIGURES  viiii CHAPTER I: INTRODUCTION Spiritual Development and Middle Grades Education  1 Background  5 Problem Statement  12 Research Purposes and Design  19 Outline of Dissertation  26 CHAPTER II: LITERATURE REVIEW Conceptual Framework of the Related Literature  29 The Middle Grades Concept: A Developmental Framework  31 Spirituality as a Domain of Human Development  44 Holistic Education: Addressing Spiritual Development  56 Researching Educational Relevance of Spiritual Development  70 CHAPTER III: RESEARCH DESIGN Critical Historiography  83 Selecting Critical Historiography  85 Historiography  87 Critical Historiography: Principles and Techniques  97 Research Methods  112 Research Integrity  155 CHAPTER IV: DESCRIPTION OF RESULTS Paradigms and Patterns  165 Prevalent Paradigms  166 Results of Contrapuntal Reading – The Nexus  211 CHAPTER V: DISCUSSION OF RESULTS Relevance and Recommendations  230 Summary of Results  231 Conclusions  233 Implications  249 CHAPTER VI: CONCLUSION Final Reflections  262 My Transformation as an Educator  262 Application in the Field of Middle Grades Education  264 Final Thoughts on The Purpose of Education  265 vi REFERENCES  269 APPENDICES  293 Appendix A: Detailed Descriptions of Data Analysis  293 Appendix B: Establishing Trustworthiness Table  294 Appendix C: Letter to Experts  299 Appendix D: Portions of Texts Selected for Analysis  307 Appendix E: BVA by FCC, Middle Grades Concept  312 Appendix F: BVA by FCC, Spirituality as a Developmental Domain  328 Appendix G: SubFCC by FCC, Holistic Education  342 Appendix H: BVA by FCC, Holistic Education  344 vii LIST OF TABLES Table 1 Developmental Characteristics of Young Adolescents 33 2 Summary of the Middle Grades Concept 35 3 Benson’s Definition of Spiritual Development 47 4 Definition of Spiritual Development (Fowler & Dell, 2006) 49 5 Feldman’s Spiritual Markers (2008) 51 6 Comparison Between the ‘Real’ and Unreal’ Individual 79 7 Data Analysis Sequence 113 8 Text Selections, by Field 115 9 Frequency Data for Initial Coding of Middle Grades Concept Data Set 129 10 Frequency Data for Initial Coding of Spirituality as a Developmental Domain Data Set 134 11 Sub-categories by Potential Focused Content Codes 136 12 Frequency Data for Initial Coding of Holistic Education Data Set 140 13 Analytical Tool for Contrapuntal Reading across Paradigm Narratives 149 14 Paradigm Categories 166 viii LIST OF FIGURES Figure 1 Conceptual model of relevant literature 30 2 Revised analytic tool for exploring interrelationships between inter-discursive and inter-textual patterns 154 3 Visual illustration of the conceptual contents of the nexus 212 4 Prevalent paradigms for each of the three (hi)stories 231

Seeing Crucibles: Legitimizing Spiritual Development in the Middle Grades Through Critical Historiography