Spiritual Learning
Definition: In order to define the spiritual learning it is helpful to first understand the concept of spirituality. The notion of spirituality can first lead us to define it as religion. However, it is not the same, but rather more of a personal belief and
experience of a divine spirit or the way we construct meaning and a higher purpose in our life.
Spirituality is acknowledging our spirit, that part deep within us that we must honour and listen to and a knowing that all things in life are interconnected.
Within Merriams text, Tisdell suggests that spirituality is fundamentally about meaning-making, and spiritual development constitutes moving toward greater authenticity or to a more authentic self. (2006, p.201)
"We may thus think of spirit as an invisible force—a life-giving essence that moves us deeply, or as a source that moves everything from within."(2006, p. 202)
Spiritual Learning…
Learning can be enhanced by creating a space conducive to sharing…
For spiritual learning to occur the educator must create a space conducive for spiritual learning, one that is safe, supportive,
open and sacred. Aspects of a sacred space include dialogue, respect and accountability. Dialogue allows learners the opportunity to share with each other, listen and not pass judgement.
A Teaching/Sharing circle is a wonderful example of a sacred space that participants share experiences, thoughts or feelings with one another when a sacred item is passed to them. When one person is speaking, and holds the sacred item, the others listen without interruption and judgement.
As suggested in Merriam, the learning experience should both support and challenge the learner, and as educators "to
make the best plans possible"and also" be ready to abandon them". (2006, p. 204-205) Again, as an educator being open to changing the course of the teaching experience as it happens, gracefully and for the best interests of the participants.
I have experienced a wonderful environment conducive to spiritual learning, as described in Merriam as, a community of learning that is people-centred, with dialogue, discussion, sharing and learners have the opportunity to connect with
others, with their inner, spiritual selves. (2006, p.205)
From my experiences, by creating an atmosphere, and setting the tone, one that is characterized with sharing, and validating one another and tapping into a very personal side to self opens all learners up to their authentic self, with ego aside put aside. Learners tend to allow a different part of themselves to shine and learning can take on a whole new personal meaning and thus become transformational, dependent upon the topic and its relevance to the individual.
Journal writing, visualization, music and rituals are some of the specific methods that can be used to help foster the life of the image in our relationships with adult learners. (2006, p. 206)
Journal writing is a wonderful tool that allows us to go inward and make sense of what we are learning in a very
personal way, fitting it in with our all our senses and parts of self. Visualizations are also an inward
journey to help the learner see from multiple perspectives and to visualize new possibilities.
experience of a divine spirit or the way we construct meaning and a higher purpose in our life.
Spirituality is acknowledging our spirit, that part deep within us that we must honour and listen to and a knowing that all things in life are interconnected.
Within Merriams text, Tisdell suggests that spirituality is fundamentally about meaning-making, and spiritual development constitutes moving toward greater authenticity or to a more authentic self. (2006, p.201)
"We may thus think of spirit as an invisible force—a life-giving essence that moves us deeply, or as a source that moves everything from within."(2006, p. 202)
Spiritual Learning…
Learning can be enhanced by creating a space conducive to sharing…
For spiritual learning to occur the educator must create a space conducive for spiritual learning, one that is safe, supportive,
open and sacred. Aspects of a sacred space include dialogue, respect and accountability. Dialogue allows learners the opportunity to share with each other, listen and not pass judgement.
A Teaching/Sharing circle is a wonderful example of a sacred space that participants share experiences, thoughts or feelings with one another when a sacred item is passed to them. When one person is speaking, and holds the sacred item, the others listen without interruption and judgement.
As suggested in Merriam, the learning experience should both support and challenge the learner, and as educators "to
make the best plans possible"and also" be ready to abandon them". (2006, p. 204-205) Again, as an educator being open to changing the course of the teaching experience as it happens, gracefully and for the best interests of the participants.
I have experienced a wonderful environment conducive to spiritual learning, as described in Merriam as, a community of learning that is people-centred, with dialogue, discussion, sharing and learners have the opportunity to connect with
others, with their inner, spiritual selves. (2006, p.205)
From my experiences, by creating an atmosphere, and setting the tone, one that is characterized with sharing, and validating one another and tapping into a very personal side to self opens all learners up to their authentic self, with ego aside put aside. Learners tend to allow a different part of themselves to shine and learning can take on a whole new personal meaning and thus become transformational, dependent upon the topic and its relevance to the individual.
Journal writing, visualization, music and rituals are some of the specific methods that can be used to help foster the life of the image in our relationships with adult learners. (2006, p. 206)
Journal writing is a wonderful tool that allows us to go inward and make sense of what we are learning in a very
personal way, fitting it in with our all our senses and parts of self. Visualizations are also an inward
journey to help the learner see from multiple perspectives and to visualize new possibilities.
Connections to Facilitation of Aboriginal Circles...
Amazing and powerful learning can emerge from participation in Circles, they are not limited to one area of discussion, topic or subject, thus making it an impressive vehicle for acquiring knowledge. Regardless of the purpose or focus, guidance can be received from a place within that reaches the spirit, along with the intellectual part of knowing and receiving information, similar to transformation learning. As Hill summarizes, Sharing circles are the vehicle whereby the spiritual dimensions of Native adult education surface as Native people journey toward self-determination (Hill, 1995).