Engaging spirituality in the transformative higher education classroom

Abstract

Rebecca e-mails her instructor the morning after class to say that she could not sleep after the evening's discussion about purpose in adult education. She describes a strongly felt need to incorporate a less individualistic focus in her academic program. Frank begins a morning meditation ritual after taking a course where the instructor includes a guided visualization during each class session. He says that it helps with his ability to concentrate and express his creativity. In her evaluation of a course that integrates multiple ways of knowing as part of its curriculum, a student writes, "Anxiety is reduced when things are put in a proper perspective. Spiritual touch keeps us in touch. This class provided a vehicle to see myself so differently from my daily routines and to know myself a little more." The comments from these students reflect what is increasingly being discussed in the discourses of many fields, including adult education: the presence of spirituality in the higher education classroom and the importance of its recognition and engagement in transformative learning.To make our definition of transformative learning explicit, we believe that transformative learning creates a more expansive understanding of the world regarding how one sees and experiences both others and one's self and is grounded in one' s entire being. Such learning increases one' s sense of an ability to make a difference in the world and leads to a greater sense of purpose and meaning. In the broad sense, this indeed corresponds to much of what Mezirow and Associates (2000) have discussed in their book; how-37 4

Spirituality Among the Professoriate at a Private University in Lima, Peru

“…Lindholm and Astin (2008) investigated faculty spirituality and the use of student-centered approaches to undergraduate teaching. Tolliver and Tisdell (2006) Some studies have found gender-based distinctions concerning personal spirituality.…”

Comparative study of freshmen college student beliefs and values between representative private and public institutions of higher education in Kentucky.

“…of public institution students and 22.2% of private institution students "frequently" "felt at peace" and, that 24% and 25.4% of public and private institution students, respectively, responded they had frequently been able to find meaning in times of hardship and one can begin to see the disconnect that studies in this area are seeking to expose (Astin, 2004;Bryant & Astin, 2008;Tisdell, 2003Tisdell, , 2008Tolliver & Tisdell, 2006).…”

“…Many (Barry & Nelson, 2005;Wink & Dillon, 2002;Astin, 2003Astin, , 2004Tolliver & Tisdell, 2006) would agree with Love and define religion as, "a shared system of beliefs, principles or doctrines related to a belief in and worship of a supernatural power or powers regarded as creator(s) and governor(s) of the universe" (Love, 2001, p. 8). Love (2001 states that while religion and spirituality significantly overlap in the ideal world, "there are religious people tied so closely to dogma and doctrine as to be disconnected from issues of the spirit, and people who disavow any notion of or connection with religion yet are deeply involved in a search for meaning, wholeness, and purpose" (p. 8).…”

“…Approximately 47% and 35% of students at the public and private institutions, respectively, indicated "none" in response to how many hours per week of volunteer work. This researcher views this discrepancy as a possible example of the result of an educational environment that is imbalanced regarding interior and exterior personal development (Astin, 2003(Astin, , 2004Bryant & Astin, 2008;Laurence, 1999;Lindholm, 2007;Parks, 2000;Tolliver & Tisdell, 2006). This environment not only includes the educational institution itself, but also other authority figures present in students' lives.…”

“…Unfortunately, the profession's failure to engage in discussions of spirituality and spiritual development may contribute not only to foreclosure on matters of spirituality, but also to a general narrowness of perspective and an inability or unwillingness to think critically, explore value-related issues, and question authorities" (p. 363). Tolliver and Tisdell (2006) explain why spirituality should be included in the higher education classroom. They describe transformative learning that permeates one's whole self rather than remaining confined to the rational realm, as is commonplace.…”