Spiritual Learning Program Investigation

Spiritual Learning Program Investigation

Katie Bowers, Keith Cozart, Samantha Pickens, and Sean Rodgers

Ball State University

EDAC 634 – The Adult as a Learner

22 February 2015

Spiritual Learning Program Investigation

Program Descriptions

Program 1- Earlham School of Religion

            The first program investigated was Earlham School of Religion (ESR), a graduate division of Earlham College, which is located in Richmond, Indiana. ESR is open to graduate students looking to pursue a career in ministry. While diversity is welcomed, ESR educational programs are best suited for students who fall within a range of "progressive evangelical" and "confessing liberal" in the Christian tradition. 

            The purpose of the programs is to prepare students to become leaders and improve quality of life within their communities through their dedication to ministry. The following objectives are established in alignment with the purpose of ESR in order to create future ministry leaders:

1. Demonstrate the ability to think critically about issues of faith and ministry.
2. Demonstrate the capacity for theological reflection grounded in both scholarship and experience.
3. Show evidence of growth in and commitment to one’s personal and spiritual formation.
4. Reconstruct an understanding of their faith in relation to the tradition.
5. Develop a theological and biblical infrastructure that supports their understanding of the church and their own gifts for ministry.
6. Recognize, interpret, and respond to cultural dynamics from a multidisciplinary point of view.
7. Demonstrate integration of learning in accord with their gifts for ministry and/or ministry emphasis.

            The educational programs are designed to combine elements of spirituality, academic rigor, and practicality in a Christian, Quaker setting. Also instead of a traditional letter grading system, students are evaluated on a credit/no credit system with written narrative evaluations. Faculty and staff aim for students to have a formative and transformative experience in learning.

Program 2- Sant Bani School

            Sant Bani is a private K-8 grade school located in Sanbornton, New Hampshire. Sant Bani was founded on a 200 wooded acre sanctuary in 1973 as part Sant Bani Ashram, a spiritual retreat in New Delhi, India. The school and the retreat were programs designed by Indian spiritual leader Master Kirpal Singh. In his lifetime, Singh advocated the respect for others beliefs and the truths found in all religions. The school became an independent entity in 1983 while still maintaining the program’s inclusive nature. The school gives no religious instruction, but still maintains at its core spirituality in its educational instruction. 

            The learners of the program are children of typical K-8 ages. Since Sant Bani is a private school, there is a tuition fee and the parents of the children must be able to afford the $7,500 annual fee or qualify for financial aid or scholarships. Students and families also must abide by the rules and policies of the program. As of 2014, Sant Bani no longer has a high school program (Seufert, 2014). Learners come from a variety of backgrounds, mostly from the United States, but also from countries like Ghana and Thailand (Rhodes, 2012).

            The purpose of the program is in giving a holistic (academic, social and emotional learning) educational approach. This includes “an integrated program of academics, creative arts, athletics, and service to others.” (Sant Bani Parent Student Handbook, 2014).

 The program’s mission statement is:           

“Sant Bani School is built on the belief that we have something to learn from everyone. Surrounded by nature, we create a diverse community where respect for all living things is central. Our mission is to provide a high-level, comprehensive educational experience while also recognizing the value of the spirit. With small classes, committed faculty, and an emphasis on collaboration and service to others, Sant Bani School teaches students to Be Good, Do Good, Be One”(Sant Bani School, 2015).

Main Features

Program 1- Earlham School of Religion

            ESR has a few features that reflect the main features of spiritual learning. It was specifically mentioned on ESR’s website that the staff and faculty of ESR understand that the practice of one’s faith is an extension of one’s beliefs. The personal histories and experiences of the educator definitely influence how things happen in an educational setting. Lauzon, building off the works of Neiman states, “there are many educators who are interested in the possibility of a spiritual education, but that academic expertise in spirituality is not sufficient to facilitate a spiritual education; we need to recognize the depths of our own spirituality” (Lauzon, 2003, p. 5). Therefore, this feature of ESR reflects their awareness of the need for facilitators to personally reexamine and critically question their views and assumptions on their spiritual preferences.

Another feature that aligns with the main features of spiritual learning is the atmosphere of the classroom. The classroom environment needs to be open, safe, respect, nonjudgmental, sharing, and supportive (English, 2003; Lauzon, 2003; Merriam et al., 2007; Tisdell, 2003). While ESR has rigorous classroom preparation, they aim to provide an environment that is caring, diverse, respectful, reflective, spiritual, and transformative. This allows for the integration of new knowledge and broadening of horizons. It encourages dialogue where individual’s ideas and thoughts are critically but respectfully considered:

“Our curriculum begins with issues of basic spiritual formation as students focus upon their personal spiritual journeys and begin attending to the work of the Holy Spirit in their lives. The school intends to be a community of dialogue, where important theological and ministry matters are considered in the Light of Christ” (Earlham School of Religion, 2014).

Dialogue is balanced with activities that allow the students to be quiet to internally reflect and express what they are learning about ministry and God’s direction.

A third feature of ESR that differs from spiritual learning is their heavy emphasis on religion and leadership in their learning process. When it comes to spiritual learning, spirituality and religion differ (Tisdell, 2003). Not all educational settings call for religion to make them spiritual. At ESR, however, preparations for future careers are grounded in the inner workings of the Holy Spirit. Ministry questions, personal issues, and global concerns are considered in the Light of Christ. ESR also places high priority on the concept of leadership in their academic programs. This feature differs from the features found in spiritual learning. Jay Marshall, Dean of ESR, states:

“Reflecting our Quaker roots, we believe that ministry and leadership best spring from inner leadings where the voice of God converses with the deepest reaches of the human soul. At the School of Religion, this dual appreciation of leading causes us to model and to teach a particular approach to ministry” (Earlham School of Religion, 2014).

ESR believes that it is their purpose to prepare students to assume leadership roles through their ministry.

Program 2 -

            The program is structured to include many different facets of learning. Not only a traditional educational curriculum is taught, but also students are encouraged to participate in service, athletics, and visual and performing arts programs. All students participate in musical and theatre performances throughout the year. In addition, all students are expected to leave the school fluent in either Spanish or French.

            Some of the features of the program include small class size (from 12-14 students) as this is considered the best way to promote learning. A diverse learning community is considered important to Sant Bani, as one of the precepts of the program is that “there is something to learn from everyone” (Sant Bani School, 2015).  Also the program features interaction with older students which also promotes diverse learning, as well as, mentorship. Students are also given quiet time during each day for personal reflection.

            The principles of this program are meant to accentuate a judgment-free environment encouraging students’ confidence, curiosity and creativity. The program is also designed to promote collaboration, critical thinking, mutual respect, fairness, inclusiveness, service to others, connecting empathy and generosity of spirit with action.

            Some other parts of the program are remnants of the school’s foundation in Eastern religions and spirituality. For example, the school maintains a strict vegetarian food policy. All food eaten on campus, even if brought in, must be vegetarian. This also is in keeping with Sant Bani being founded on what was originally a nature conservatory. Another tradition that founded in Eastern tradition and adopted by the school is the use of indoor only shoes.  The school also has a unique family cleaning program to keep cost of hiring extra staff down. All students’ families will clean portions of the school over 3-4 weekends throughout the school year. This program promotes a sense of service and community as well as supporting family time.

Applications

            Both of these programs, while unique in their target age group, incorporate spiritual learning into the program as a natural and everyday facet of learning.  As part of the Earlham School of Religion, the aspects of spiritual learning that are most desirable to us are allowing for diversity and open-minded thinking in the classroom, dialogue between peers and educators, time for reflection in order to create internal meaning, and a safe, respectful, and supportive environment that also challenges the student’s thinking.  Other aspects that foster spiritual learning in the classroom are to support the spiritual journey and personal growth of the students as well as critically examining the educator or facilitator’s own spirituality and beliefs.

            Although Sant Bani is a program that has been designed for young students there are still aspects of the program that are applicable to an adult spiritual education program. One of the applications of the program is the emphasis that is placed on the importance of service and generosity of the spirit with action. Another aspect of the program that can be adopted is the idea of promoting a holistic education environment stressing academic, social and emotional learning.

Conclusion

            Through this investigation, it has become clear that making spiritual learning a natural part of the classroom does not mean that academics are sacrificed.  These two programs have based a lot of the learning process on spirituality and spiritual growth as an important part of the curriculum.  The experiences in the classroom are connected to spirituality and meaning for students.  Merriam et al. (2007) outlined three aspects of a sacred space for spiritual learning: dialogue, respect, and accountability.  These three aspects, and more, have been introduced into the Earlham School of Religion and Sant Bani School.

Table 1.  Summary of Program Investigation

Main Program Features	Earlham School of Religion	Sant Bani School	Features to adapt to our program
Religious Affiliation and Core Values	Christian (Quaker); Liberal; celebrates diversity in all areas; transformative ministry; growth of the whole person; equality	Hindu (grew from affiliation with Sant Bani Ashram); Freedom of thought and Expression; celebrates individualism; equality	Diversity, teach the whole person, freedom of thought and expression, individualism; equality
The Educators	Professors of Ministry, Pastoral Studies, Religion and Spirituality	Grade level instructors with masters degrees in Teaching and/or Education	Educated experts within field of study
The Learners	Adults called to ministry.  Undergraduate degree required for Masters programs.  No degree required for informal students	Children age 5 to 13 of any religious affiliation, race, or economic status (although tuition required).  Diverse learning community	Religiously, racially and economically all-inclusive.  Open to all.
Class Room Atmosphere/Setting	Online (at a distance), two week intensives and in classroom formal setting; free from judgment; open to dialogue; time set aside for silent and communicative reflection.	Learning takes place in the classroom, nature, garden, playground, sporting field, stage, studio and during service projects both in the community and on school grounds; small class sizes; vegetarian; use of traditional Indian practice of indoor only shoes	Free from judgment, time set aside for spiritual growth, open dialogue, variety of learning environments.
Program Structure	Formal or Informal; Masters in Divinity/Ministry and Masters of Arts in Religion	Grades K- 4th (Elementary) Grades 5th – 8th (Middle School); whole family service and involvement oriented.	Informal; whole family oriented
Accessibility/Cost	Private school; open affiliation; Tuition require. $14,000 for degree, $425 per credit hour.	Private school; open affiliation; Tuition require. $7500 per student per academic year.	Per class fee
Aligning Elements of Spiritual Learning	Open dialogue, respectful listening without judgment, learner reflectiveness of life experience to enrich the learning process, class time set aside for silence and spiritual reflection, educator accountability,	Honors wholeness and interconnectedness of all things, outgrowth of a spiritual retreat center, respect and kindness central to learning process, aims to teach the whole person and construct knowledge via a wide range of mediums such as art, nature, interactive play/activities, athletics and service programs; quiet time for reflection	Arts, nature, respect, open dialogue, holistic learning, kindness, and interactive activities; quiet time for reflection
Differing Elements of Spiritual Learning	Specific religious affiliation (Quaker); structured degrees can stifle unexpected spiritual learning	Specific religious affiliation (Hindu); pedagogy verses andragogy	Educators would share but not impose their religious belief within the learning environment.
Mission/Slogan	To educate and equip students for leadership in public ministry, providing a learning environment in which students can continue to discern and develop their calls to ministry.	Be Good, Do Good and Be One; truth can thrive only when there is freedom of thought and expressions	Be Good, Do Good and Be One.

References

Earlham School of Religion. (2014) Home page and mission. Retreived from http://esr.earlham.edu/about.

English, L. M. (2003). Reclaiming our roots: Spirituality as an integral part of adult learning. Adult Learning, 2–3.

Graves, R. L. (1997). Grace, in pedagogy. In R. P. Foejr & S. A. Schiller (Eds.), The spiritual side of writing (pp. 15-24). Portsmouth, NH: Boynton/Cook.

Lauzon, A. (2003). The challenges of spirituality in the everyday practice of the adult educator: Blurring the boundaries of the personal and the professional. Adult Learning, 4–6.

Merriam, S. B., & Brockett R. G., (2007), The profession and practice of adult education. San Francisco: Jossey-Bass.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive guide. San Francisco: Jossey-Bass.

Rhodes, D. (2012, June 20). Sant Bani graduates head out into the wonderful world. NewHampshireLakesandMountains.com.  Retrieved from http://www.newhampshirelakesandmountains.com.

Sant Bani School. (2015). Meet SBS,  Retreived from http://www.santbani.org/meet/.

Sant Bani School parent student handbook 2014-2015. [Handbook]. (2014). Sanbornton, New Hampshire: Sant Bani High School. Retrieved from http://www.santbani.org/assets/ 1408793954-2014-15Parent-StudentHandbook2014-08-19FINAL.pdf.

Seufert, D. (2014, November 9). Sanbornton's sant bani school discontinuing high school program. New Hampshire Union Leader.  Retrieved from http://www.unionleader.com.

Tisdell, E. J. (2003). Exploring spirituality and culture in adult and higher education. San Francisco: Jossey-Bass.

Roles

Keith Cozart – Initial investigation and suggest programs to investigate.  Develop and insert information into the table for the summary of program investigation.  Embedded video.  APA formatting references.

Kate Bowers – Investigate program 1, Earlham School of Religion, and write up program description and main features for program 1.  Add input to applications of the programs.

Samantha Pickens – Initial investigation and suggest programs to investigate.  Write up applications of both programs and conclusion.  Format and edit final paper and APA formatting.

Sean Rodgers – Investigate program 2, Sant Bani School, and write up program description and main features for program 2.  Add input to applications of the programs.