摘要：Through action research the question “What nourishes the spirit of the adolescent in the classroom” was subjected to an inventive strategy. The inquiry centered around student-driven questions inserted into a holistic intrapersonal curriculum. Recognition of the penury of literature in adolescent self and spirituality led the researcher to formulate the question, to organize and implement sessions with engaged students in a fluid way, to create an appropriate environment, to collect the data, and to analyze the data along thematic lines. Ultimately, the concept that interconnected components such as competence, encouragement, confidence, and self-esteem allow holistic teaching to flourish when creativity, choice, imagination, and constructivism nourish the adolescent spirit in the classroom. A theory clearly rises from the research. Teaching from a holistic perspective, a teacher can offset the solely outcome-based curriculum directives. The teacher and the adolescents committed to learning can continue to regard outcomes while focusing our commitment to process. To nourish the spirit is key. It is an ongoing process of infinite proportions capable of unleashing the energies of all stakeholders in education: teachers, students, parents, officials. The process, if pursued in a determined and mindful way, will witness the establishment of a civil society, one that endures in a renewable way at all levels: home, school, and community.
