According to Zohar and Marshall (2000) for instance it is: The intelligence with which we address and solve problems of meaning and value, the intelligence with which we can place our actions and our lives in a wider, richer, meaning giving context, the intelligence with which we can assess that one course of action or one life-path is more meaningful than another (pp. 3-4).

Internalizing spirituality in our children is never more important than today where division between state and religion is severe and where uncertainty, fear, anxiety, greed, and selfishness amongst a horde of other evils can so easily afflict and topple our children. The current tensions, too, arising from terrorist attacks in the U.S. In 2001, in Bali in 2002 and in London in 2005, and the continuing apprehensions in the Middle East have spread a blight on religion that has made 'spirituality' a corrosive name. Yet, it need not be so. Spirituality is distinct from religion and it is, in fact, a secular concern that, when taught correctly, is as important schools and communities as the development of children's cognitive, physical, social and emotional competences and skills.

In a practical way, spirituality can be categorized into three elements and each of these elements can be practically...

The world, in turn, becomes a better place.
Source

Jenkins PJ (1995) Nurturing Spirituality in Children Atria Books

Noble, K. (2001). Riding the Windhorse: Spiritual Intelligence and the Growth of the Self. Cresskill, NJ: Hampton Press.

Sisk, D. & Torrance, E.P. (2001). Spiritual Intelligence: Developing a Higher Consciousness. New York: Creative Education Foundation.

Vialle, W., Lysaght, P. & Verenikina, I. (2005). Psychology for Educators. Melbourne: Thomson/Social Science Press.

Zohar, D. & Marshall, I. (2000). SQ -- Spiritual Intelligence: The Ultimate Intelligence. London:

Bloomsbury.