After reading this chapter I can certainly see the connection between academic learning and spirituality. As Tisdell explains, spirituality is an individual process that, yes can be part of a larger religious ideology, but doest not necessarily have to be tied to any particular denomination. Spirituality in this case is striving towards wholeness.
Similar to transformative learning, spirituality allows for the reframing of ideas and promotes critical reflection. Often this transformation results in the learner drawing upon past experiences even questioning prior beliefs. Additionally, this process creates the sense of the interconnectedness of things - parallel to the planetary view of transformative learning - and may impact how the learner views the world on a grander scope. No longer will it be just an individual transformation but one of action to eradicate the conditions that have oppressed them.
When it comes to adult learning I consider spirituality to be influential on a case by case basis, as all students are diverse. Learning involves critical analysis with existing knowledge as the foundation that students expand upon. This knowledge may be closely linked to spirituality which may affect learning. Understanding the role of spirituality in education grants the opportunity for instructors to connect to their students on a more profound level.
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