Samantha Pickens commented on Group 1 and Group 3 March Monthly Summaries Keith Cozart commented on Group 3 (Michelle Carde) and Group 4 March Monthly Summaries Sean Rodgers commented on Group 2 and Group 1 (Pat Siemek) March Monthly Summaries
The month of March was a busy one for everyone it seems. Over the
last month we have completed our Program Design, 15 Minute Yoga: Three
Steps to Better Adult Living, and received critical feedback from Dr.
Jerry Wilde and Ms. Danielle Steele about our program design. This feedback
will be very valuable to us for moving forward with our projects. The
assignments and activities through the month were thrown off a little by Spring
Break, but in all we kept it together well. Studying spiritual learning
so in depth has really added a spiritual component and meaning to previous
and current experiences for all of us. We continue to enjoy uplifting
the skill sets of individual group members. This is a big help because as the
semester progresses it is clear we all hold very active lives outside of class
time.
We still work very well together as a group when we divide
responsibilities and rotate each week. It keeps us all working and allows
us to take a breather from intense work some weeks. It has been
comforting to have other people to lean on when assignments are due. Our
communication is still an advantage with our group as well. We are able to
give constructive criticism and praise when needed when it comes to our
projects. In the coming month we will be working on the program
presentation and finishing up this course. In the best-case scenario we
can continue to work together and hold each other accountable for our
work, with an ultimate outcome that fully represents our efforts
and provides lasting pride for our group and individual work.
One of the things that we have been lagging behind in is time
management. We started off the semester completing assignments as soon as
we could and that timetable has slowly slipped towards the end of the week.
Luckily, the great planning means we are still meeting deadlines!
Something that we really need to work hard on in this last month is
revising and editing our assignments. Between busy schedules and inconsistent
work, there have been multiple accounts of grammar errors as well as ideas and
information that is repeated within the paper because each group member's piece
is independent of the paper as a whole. We will be working on this until
the end of the semester.
Our
future Project Demonstration group work will be a true test of
our ability to improve upon previous shortcomings. Drawing from
all previous course work, the tasks of pulling the entire project together in a
streamline, easy to understand, clear/simple, interactive demonstration is
entirely within our grasp. The assigning of a group project manager that
oversees the larger picture may be our resolving solution for
success.
Keith Cozart commented on Group 1 and Group 6 Program Evaluation Samantha Pickens commented on Group 6 and Group 2 Program Evaluation
Kate Bowers commented on Group 2 and Group 3 Program Evaluation
Sean Rodgers commented on Group 4 and Group 7 Program Evaluation
15 Minute Yoga Program Evaluation: Improving the Proposal
Katie Bowers, Keith Cozart, Samantha Pickens, and Sean Rodgers
Ball State University
EDAC 634 – The Adult as a Learner
29 March 2015
15 Minute Yoga Program Evaluation: Improving the Proposal
Introduction
After
designing our program, 15 Minute Yoga:
Three Steps to Better Adult Living, we asked two educators, Dr. Jerry Wilde
from Indiana University East and Danielle Steele from Earlham College, to
review and evaluate it. These educators
were provided with an evaluation form, a copy of our program design, and a link
to the group blog so that they could see the scope of the group project and
read the posted materials. We hoped to
reach participants on a spiritual level through the implementation of simple
yoga poses and meditation practices. An
evaluation of our program design will indicate if we would be
able to successfully show the importance of a balanced perspective of equality,
diversity, respect, judgment-free, and mindful lifestyle to our
participants. It will also give us the
critical feedback we need to improve our program and make it better for our
participants.
Professionals
Dr. Jerry Wilde is a Professor of Educational
Psychology at Indiana University East.
He has been in the position for 17 years and is in his first year as
Interim Dean for the School of Education.
Dr. Wilde has degrees in School Psychology (Ed. S.) and Educational
Psychology (Ph. D.) (Jerry Wilde, n.d.).
He has written numerous books on cognitive behavior therapy with
children and adolescents. In his
evaluation, Dr. Wilde said that he does not have much time for hobbies, but he
loves music. In his current role as Dean
of the School of Education, he has had the opportunity to develop new programs
for Indiana University East. He has been
working to develop a graduate certificate for both Early Childhood Education
and Online Teaching and Assessment (Dr. Jerry Wilde, personal communication,
March 25, 2015). We feel that his current position and credentials make him
qualified to evaluate the educational side of the program.
In the evaluation of our adult education program
design, Dr. Wilde focused on how the literature helped to strengthen the
reader’s knowledge of spiritual learning and related to the program. From an outside perspective with no prior
study of spiritual learning, the program investigations were confusing when
compared to our own program design proposal.
The suggestions that Dr. Wilde provided through the evaluation form were
concentrated on helping others to understand the connection between the program
design and spiritual learning. Dr. Wilde
asked, “What evidence could you provide that yoga has been beneficial to
participants in terms of spiritual learning?” (Dr. Jerry Wilde, personal
communication, March 25, 2015).
The second evaluation
was done by Danielle Steele. Ms. Steele
is the Assistant Director of Choral Activities at Earlham College. She has a bachelors and masters degree in
music. Ms. Steele has an extensive
background in music performance, specifically opera. In her recent career at Earlham college, she
has been a part of a gender identity project in collaboration with the
Indianapolis Spirit and Place Festival and is currently doing research on the
transition from one gender to another (transgender) and its effect on the
singing voice (Danielle Steele, n.d.).
One of Ms. Steele’s other roles at Earlham College is as a yoga
instructor of Ashtanga Yoga at the Earlham Wellness Center. We believe Ms.
Steele’s experience as yoga instructor makes her viewpoint crucial for program
improvement.
Danielle Steele
provided a very comprehensive and useful evaluation of the program
proposal. Ms. Steele noted that the
proposal was well developed for introducing yoga to people who would not
otherwise have exposure. She praised the
instructor responsibility descriptions; especially the questions for examining
their own teaching as well as making the space a judgment-free zone and
flexibility in class plan to promote an organic and spiritually-freeing
experience. She was especially fond of
more experienced students helping newer students; “Yes, yes, yes! This is the
ONLY way to a successful yoga program.
Inclusivity and community. Brava
tutti!” (Danielle Steele, personal communication, March 27, 2015). In addition to the great comments on the
program design, Danielle Steele had some suggestions for improvement. As a practicing yogi herself, she noted in
her evaluation that savasana is a
pose that is used to close a yoga practice and is not meditation. Meditation takes place before savasana and can last 10 – 30
minutes. She also noted that the
instructors with the qualifications we had listed were an unrealistic
expectation. An instructor should be
paid $50 per hour for their time. A more
realistic instructor for a community program like this would be a beginner
instructor under the mentorship of a more experienced instructor. One final thought was that a sustainable
practice be included in the proposal, or resources for students to continue
practice on their own (Danielle Steele, personal communication, March 27, 2015)
Reflection
We have many things to take into consideration from the suggestions
that Dr. Wilde and Ms. Steele provided. It should be noted, however, that Dr.
Wilde’s evaluation focused on how our previous assignments aligned with our
program design instead of solely on the adult education program design. While
this was still helpful, we think a more thorough investigation of our program
was needed. In order to make our program better we should find ways to measure
and assess how well of a spiritual learning connection is being established
with the participants, review other yoga program designs to better
understand yoga methodologies and sustainable practices, research instructor
compensation and qualifications for a beginner level class, have seasoned yoga
professionals continually assess and adjust the program’s practices, provide
participants with extra resources such as an instruction sheet with pictures of
poses so they can use it as a point of reference when they are practicing on
their own, and reduce the number of concepts we implement in the 3-day session
and encourage participants to return for regular classes if they want to learn
more.
Conclusion
Program evaluations are very valuable for the development of our adult
education program design. These evaluations helped expose the weaknesses, as
well as, show the strengths of our program. In addition, our evaluators gave us
facets to consider from both the education and yoga perspectives. These
suggestions are essential to the evolution and improvement of the program.
References
Danielle Steele. (n.d.) Retrieved March 26,
2015, from Earlham College website:
Jerry Wilde. (n.d). Retrieved March 26, 2015, from Indiana
University East website:
http://www.iue.edu/people/bio/bio.php?bio=jwilde.
Project Evaluation
Form
Group 5- Spiritual Learning
EDAC 634- The Adult as a Learner
15 Minute Yoga- Three Attainable Steps to Better Adult
Living
**Please complete the below
information pertaining to the project design.
First and Last Name:
Jerry Wilde
Place of Employment, degrees completed,
number of years in position:
Interim Dean, School of
Education, Indiana University East
I have been a professor of
educational psychology for 17 years at IU East. This is my first year in the role of
Interim Dean
Field of Study, expertise, and hobbies.
Additionally list areas of interest
specifically related to this program design and spiritual learning:
My degrees are in school
psychology (Ed.S.) and Educational Psychology (Ph.D.). I have written numerous books on cognitive
behavior therapy with children and adolescents. I don’t have much time for hobbies but I
love music.
In this new position of dean I
have had the opportunity to develop new programs of study. I have helped develop a graduate
certificate in 1) Early Childhood Education and 2) Online Teaching and
Assessment. I have no direct
experience with spiritual learning other than what I encounter in everyday
life. 0
STENGTHS
What did you like most about the program design?
Before we get to the program
design I wanted to say that it was a solid lit review to start with. That helped frame what was to follow.
The chart at the end of the
Program Descriptions was helpful to compare the similarities and differences
between the programs.
For what reason?
AREAS OF GROWTH/DEVELOPMENT
What areas do think need improvement?
There were lots of typos but
that’s a minor issue.
I
originally was curious why ESR was selected because it is a school of
religion and as the authors have noted, “spirituality
and religion differ” (Tisdell, 2003).
It was hard for me to follow the connections between ESR, SBS,
and the yoga program. That seemed
forced. The connections weren’t clear
to me other than in the very broadest terms.
I’m curious why there was a
monthly summary for only the month of February.
What evidence could you provide
that yoga has been beneficial to participants in terms of spiritual
learning? That should be included in
your project.
Take the chart that compared
ESR and SBS and add a third column containing your program.
For what reason?
Suggestions on how?
It might have been interesting
to look at a wider range of programs perhaps even other yoga programs. Then again that might be pointless because
of the overlap. My guess is you might
have done that and abandoned the idea.
Project Evaluation
Form
Group 5- Spiritual Learning
EDAC 634- The Adult as a Learner
15 Minute Yoga- Three Attainable Steps to Better Adult
Living
**Please complete the below
information pertaining to the project design.
First and Last Name: Danielle Steele
Job position(s), hobbies, and expertise.
Additionally list areas of interest specifically related to this program
design:
Assistant Director of Choral
Activities, Earlham College, Richmond, IN
Yoga Instructor, Ashtanga Yoga,
Earlham Wellness Center
STENGTHS
What did you like most about the program design?
Strengths include:
For what reason?
I enjoy that this program
provides a gateway for those people who would be otherwise unexposed to yoga.
Instructors are given fabulous
questions for examining their own teaching, motives and how they interact
with and help their students grow.
An emphasis on the need to set
aside dedicated time for the practice of not only yoga/stretching but
meditation in order to truly have the mental, emotional and spiritual
benefits of the yoga take place within the student.
An emphasis on a judgment-free
environment not just on the part of the instructor or in the classroom but
that the participant be free from their own judgment, as well.
A reminder to the teacher that
preparation/a class plan and the willingness to also jettison said plan is
equally necessary for a flexible, organic, spiritually-freeing classroom.
Experiences that rely not just
on aural learning but involve the five senses and creative ways for students
to experience yoga, making it far more accessible to people with different
skill sets, intelligences, learning styles and physical abilities.
A quote:
“Other experienced students
will be encouraged to aid in the development of newer students to not only
aid in student development, but also aid in developing a communal class
environment.”
Yes, yes, yes! This is the ONLY way to a
successful yoga program. Inclusivity and community. Bravi tutti!
“Class will be evaluated on a
regular basis to determine if changes are needed to better serve the
abilities and needs of the students, such as schedule changes or
incorporating additional classes taught at different levels.”
See my comments in the
following section re: evaluation of the class.
AREAS OF GROWTH/DEVELOPMENT
What areas do think need improvement?
For what reason?
Suggestions on how?
There is a factual errors: “Savasana”
is a pose traditionally used to close a yoga practice. It is not meditation.
It is translated from the Sanskrit as “corpse” pose, which implies,
therefore, that there is nothing more to do in the practice. Meditation should
take place before a student enters savasana, usually in a comfortably
seated position (if students can achieve full or half lotus pose, this is a
traditional meditation posture and can last in most practices from 10-30
minutes as an incorporated part of a yoga routine. Meditation on its own can
last minutes or hours).
A quote from the paper:
“There will be two regular time
instructors with at least a 200 hour certification, and two part time regular
instructors, one advanced instructor with at least a 500 hour certification
as well as certification in multiple specialized yoga style certifications,
as well as one instructor who is beginning certification. The level of
instruction will be suitable for beginners, with adaptations for intermediate
and advanced students and with no presumed knowledge of yoga expected from
the students.”
This strikes me as unrealistic.
If this course, which focuses on simplicity and accessibility, is to be
offered at places that do not already have a yoga program in place, finding
this many instructors with this level of training would be nearly impossible.
Financially, it is not feasible. One, possibly two, 200-hour certified
instructor(s) would be more than sufficient for the student load a program
like this is likely to attract. While most instructors have chosen to
specialize in one form of yoga or another (Ashtanga, Bikram, etc.), no
specialization would be needed to teach this intro to yoga – only a good
understanding of the fundamental poses, exercise physiology and a compassionate
heart with ample space for the learning speed of people who could be
intimidated, resistant, or physically unable to do the poses.
What would be more realistic in
terms of staffing is if the instructor were under the mentorship of an
advanced teacher at an established yoga studio where the instructor regularly
studied. It could be arranged that the mentor teacher could observe the
200-hr. instructor a number of times throughout the semester in order to
evaluate not only the instructor but the success of the program overall. The
fee paid to this person would need to be $50/hr. for their time. The fees for
less-experienced instructors could vary from a per-student amount given to
them or a set fee they are paid per class or semester-long course regardless
of number of participants.
Regarding the 3-day intro
session, it’s good, but it’s VERY little time to introduce so many concepts.
Also, are students then encouraged to return for regular classes after they
go through the introduction or are they expected to do it on their own?
If on their own: provide them
with an instruction sheet with pictures of poses so they can refer to it as
they build their own practice.
If they are to return for more
classes, this isn’t made clear in the paper.
Roles
Keith Cozart – Find Professionals for
Evaluation, Create and Distribute and Collect Evaluations
Kate Bowers – Write Introduction, APA format
Samantha Pickens – Evaluation Professional
Profiles and Backgrounds, Evaluation Summary
Samantha Pickens commented on Group 2 Experiential Learning Program Design and Group 7 Social Cognitive Learning Program Design Keith Cozart commented on Group 2 Experimental Learning and Group 3 Transformational Learning program designs
15 Minute Yoga: Three Attainable Steps to
Better Adult Living
Katie Bowers, Keith Cozart, Samantha
Pickens, and Sean Rodgers
Ball State University
EDAC 634 – The Adult as a Learner
16 March 2015
15 Minute Yoga: Three Attainable Steps to
Better Adult Living
Introduction
Wellness
of body, mind and spirit is a holistic approach to better health and overall
living.A dedication of quality time to
physical, mental and spiritual growth is the first act necessary in improving
and maintaining wellness.A short daily
routine of 15 minutes is all it takes to begin.Borrowing from time-tested and extremely simple poses and practices of
Yoga and Meditation, 15 Minute Yoga:
Three Steps to Better Adult Living is a program design catered to extremely
busy lifestyles focused on introducing time-practical activities that produce
immediate results. Training sessions are
offered as a three-day seminar, often spanning a weekend, at participating
local YMCAs, yoga studios, fitness/wellness centers and outdoor nature reserves.
The program begins
purposefully with three extremely simply steps, whereas within simplicity
spawns doable outcomes.From this point
of departure, the program experientially takes participants through each
individual step introducing and demonstrating best practices, progressive
variations and alternative activities with the ultimate objective of better
adult living.Here are the steps:
1.The Time
-Setting aside a dedicated 15 minutes for
wellness- scheduling and marking the calendar
2.The Stretch
-Applying simple Yoga poses- paying attention
to physical wellbeing.
3.The Silence
-Applying simple
meditative practices in quiet space- paying attention to psychological wellbeing
and spiritual growth.
The
process of spiritual growth and retained wellness is an act of balance.From influence of other established programs
that focus on spiritual, intellectual and holistic growth such as the Earlham
School of Religion and Sant Bani School, our program design additionally aims
to achieve a balanced perspective of equality, diversity, inclusion and
professionalism all with respect for nature, the individual and life experience
within an informal judgment-free safe zone celebrating the contributions of
each participant.
Rationale
This program
incorporates adapted main ideas and features of spiritual learning.Initially, it is important for instructors to
personally reexamination and question the influence of their views and
assumptions of spiritual preferences on their participants (English, 2003;
Rolph, 1991). Some questions they should
consider asking themselves are:
Do I challenge learners to
interpret meaning for their lives?
Do I provide time periods for
reflection and inner exploration?
Does my teaching encourage
learners to find the spiritual dimensions of everyday life?
Do I integrate religion,
literature, poetry, art, and music into my teaching, and help learners
search for the meaning and value that they contain?
Do I spend time fostering my own
spiritual life?
Do I engage students as subjects
(not objects) of their own learning?
Instructors can take their answers to these questions and effectively
tailor the program to meet the spiritual needs of their participants.An important feature of this program that is
adapted from Sant Bani School and Earlham School of Religion is providing
participants with an educated expert/professional in the realm of yoga and
meditation.This is crucial in order to
provide learners with the spiritual journey that they deserve.
Secondly, it is important to provide learners with
an open, sacred, safe, supportive, and nonjudgmental environment (English,
2003; Lauzon, 2003;Merriam et al., 2007; Tisdell, 2003). For example, Sant Bani
School utilizes a judgment free environment, which encourages students’
confidence, curiosity, and creativity. Earlham
School of Religion also utilizes this same idea realizing that it allows for
the integration of new knowledge and broadening of horizons. This type of environment gives learners
freedom of expression and promotes individualism, all while being free from
judgment.Therefore for this program,
this idea needs to be applied not only during the training process, but also
when learners are on their own practicing yoga. Participants must remember to be mindful,
open-minded, and judgment free during their practices in order to grow. They should also utilize diverse learning
environments to meditate or practice yoga such as in nature, a quiet room, with
a group of friends or family, etc.Within
the safe and open environment dialogue, respect, and accountability are important
as well (Vella, 2000).Dialogue is used
in a classroom setting to facilitate relationships, collaboration, and
connection in schools such as Sant Bani and Earlham School of Religion. For this program, dialogue will also be
utilized in this way to discuss the importance of meditation and yoga to the
participants’ wellbeing.It will also
promote a coaching/mentoring relationship between instructor and participants
during the training session. The
instructor will be open to the needs of the participants.
Participants should not hesitate to talk with
each other and learn from one another as well during the training session. This will help them practice the respect that is
needed for spiritual growth.Care and
concern for others are vital for authentic spirituality; adults benefit from
safe and supportive relationships with others. Adult learners should be encouraged to form
relationships with professors, peers, mentors, and professionals to broaden
their experiences and to encourage connections between people with similar
values, beliefs, and interests.
Instructors are accountable for things such as
providing participants with the tools they need to practice yoga and meditation
on their own, and encouraging them to be respectful and nonjudgmental of others
and themselves. Instructors also need to
be accountable for their training session plan preparation, and equally
accountable for their willingness to abandon that plan if needed. “An overly programmed, information dissemination-driven
classroom leaves no space for significant, indeed, spiritual, learning to
occur” (Merriam et al., 2007, p. 205).
Lastly, spiritual learning is fostered through the implementation of
creative and imaginative activities. These
activities allow learners and educators to find connections in unlikely places,
and with unconnected ideas and experiences (Merriam et al., 2007). Yoga and meditation can both be imaginative in
nature. They can help adult learners
find connections and meaning in their lives. The instructors of this program can provide
students with mindful activities that focus on different senses such as
hearing, sight, smell, taste, touch, etc., and offer diverse yoga poses. Internal reflection is another creative and
imaginative activity that should be utilized by participants during and after
the training session. Allowing for quiet time for personal reflection allows
participants to have developmental insights and provide support of individuals
during the meaning making process (Dirkx, 2001). These adapted ideas and features are all
important to the participants’ spiritual journey.
Action
Plan
An action plan is a
way to make sure your organization’s vision is made concrete.Consisting of goals and a number of action
steps, the action plan describes the way the organization will use its
strategies to meet its objectives.It
states a mission statement, what will occur, when these actions will take
place, which individual will carry out these changes, the resources needed to carry
out these changed, and the knowledge level of each participant.
The mission of this program is to create a
nurturing, reflective environment that helps develop and grow a person’s
spirituality, emotional development, intellectual improvement, and physical lifestyle.The program consists of twenty-five minute,
instructor led yoga classes that will occur three times on a weekly basis,
presently Friday, Saturdays and Sundays at 9 am.The class will be structure allowing for five of minutes of time outside classroom activity (updates in class
activity, announcements), five minutes of reflective activity and fifteen
minutes of yoga. Warm-ups and savasana (meditation) will be incorporated into
the announcements and reflective time. The class will be structure in an
ongoing, rotational basis therefore marking no distinctive beginning point; allowing for any adult to join the program at any time. The schedule
of activity is subject to change depending on the participation and presumed
interest in classes.
The
participants in this program will include instructors, students and
administration. There will be two regular time instructors with at least 200
hours of certification in addition to two part time instructors, one advanced
with 500 hour certification and the other with beginning
certification. The level of instruction will be suitable for beginners, with
adaptations for intermediate and advanced students and with no presumed
knowledge of yoga expected from the students. Other experienced students will
be encouraged to aid in the development of newer students to not only aid in
student development, but also aid in developing a communal class environment.
Class will be evaluated on a regular basis to determine if changes are needed
to better serve the abilities and needs of the students, such as schedule
changes or incorporating additional classes taught at different levels.
The resources needed
to incorporate these changes include facilitates and funding. The facilities
will be setup to promote a sense of safety and comfort. Natural light will be
emphasized, as the classroom and the instruction should have a sense of incorporating
the natural world into its curriculum. The funding for the activity will
initially come from donations, fund raising, and grants. The classes fee based
structure will be dependent on the funds raised though outside activity.
Although the schedule of activity
will vary since the class is ongoing there will be three-day rotation on
certain concentration of body movements (Community Tool Box, 2014) . A typical classroom schedule will be
as follows:
Day 1:Hip Openings/Twisting from the Core.
Class
opening- 5 Minutes: Announcements (theme of class), Introductions, Warm ups.
Yoga
Time: - 15 Minutes: Yoga posing and activity concentrating on hip openings and core training.
Class
closing- 5 Minutes: Warm downs and reflection/meditation time.
Day 2:Shoulder Liberation/Finding Focus.
Class
opening- 5 Minutes: Announcements (theme of class), Introductions, Warm ups.
Yoga
Time: - 15 Minutes: Yoga posing and activity concentrating on shoulder liberation/finding focus.
Class
closing- 5 Minutes: Warm downs and reflection/meditation time.
Day 3:Core strengthening/Body Appreciation.
Class
opening- 5 Minutes: Announcements (theme of class), Introductions, Warm ups.
Yoga
Time: -15 Minutes: Yoga posing and activity concentrating on core
strengthening liberation and body appreciation.
Class
closing- 5 Minutes: Warm downs and reflection/meditation time.
Conclusion
15 minutes is all it
takes to start a daily routine of physical and spiritual health.This program of classes for yoga students of
all abilities can create a sense of community belonging and promote a healthy
lifestyle for active and busy adults while providing accountability that leads
to more time practicing, daily physical activity, and better health overall for
adults.The program is designed to help adults
in the local community set-aside time to devote to physical health, stretch to
improve physical strength and get in tune with their body, and giving time to
spiritual meditation and growth.
One of the components
of spiritual learning is the discovery of meaning beyond the immediate learning
experience.Yoga not only opens the body
to be able to stretch and strengthen but also opens the mind to deeper
discovery of one’s body and the opportunity for spiritual growth.Yoga has been used in many religions as a way
to spiritually connect with the body, but even individuals who are not
religious can find out-of-body experiences and spirituality through this
physical practice.
Anyone looking for a
healthy workout or spiritual learning is welcome to attend 15 Minute Yoga: Three Steps to Better Adult Living.Inclusion and adaptation of programs will be
the basis for all learning to develop community and spirituality in our modern
immediate satisfaction and technology driven world.
References
Community
Tool Box. (2014) Chapter 8. Developing a
strategic plan. Retreived from
English,
L. M. (2003). Reclaiming our roots: Spirituality as an integral part of adult
learning. Adult Learning, 2–3.
Lauzon,
A. (2003). The challenges of spirituality in the everyday practice of the adult
educator: Blurring the boundaries of the personal and the professional. (12)3, Adult
Learning, 4–6.
McGonigal, K. (2014, October 12). Yoga lesson plan1. Hip opening and patience. Retrieved from
http://www.ideafit.com/fitness-library/yoga-lesson-plan-1-hip-opening-and-patience
Merriam,
S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in
adulthood: a comprehensive guide. San Francisco: Jossey-Bass.
Rolph, J. (1991). Can there be quality in teacher education without
spirituality? Assessment and Education in Higher Education, 16(1),
49–55.
Tisdell,
E. J. (2003). Exploring spirituality and culture in adult and higher
education. San
Francisco: Jossey-Bass.
Vella, J. (2000). A spirited epistemology: Honoring the adult learner as
subject. New Directions
for Adult and Continuing Education, No. 85. San Francisco: Jossey-Bass.
Roles
Keith Cozart – Initial Subject
Research, Introduction, References
Kate Bowers – Rationale
Samantha Pickens – Concluding
Thoughts, Editing and Revising, APA formatting
Sean Rodgers – Action Plan
Table 1.1 (Literature Review)- Katie Bowers
The Main Themes
Implications
Reexamination of influence of educator’s personal views of
spirituality
Critical Questions & Journaling
Open and Support Environment
Dialogue, Mentoring, Respect, & Accountability
Creative and Imaginative Activities
Journaling, story-telling, art, music, poetry, literature,
etc.
Table 1.2 (Literature Review)- Keith Cozart
SPIRITUAL
LEARNING
Themes
Implications
7
assumptions
of Tisdell
Spirituality…
·and religion
are not the same
·is about an
awareness and honoring of wholeness and the interconnectedness of all things
·is
fundamentally about meaning-making
·is always
present in a learning environment, although not always acknowledged
·is about
moving toward being a more authentic self
·is about how
people unconsciously construct knowledge via culturally manifested art forms
such are music, images, symbols, and rituals.
·in its’
learning moments and experiences often happen by surprise.
Educators should strive for connecting
meaning to their learning environments to facilitate a more whole and
authentic development of adult students self via the use of culturally
manifested art forms (culture component is unique in Tisdell’s example)
3 components
of Courtenay and Milton
Three components of spirituality
·a feeling of
connectedness
·a search for
meaning
·and an
awareness of a transcendental energy force beyond ones self
Energy, meaning and connectedness are
priorities for spiritual growth.In
this case, the focus is on the individual (ego).
Grace, 7
characteristics
of Graves
Grace containing the following seven
characteristics, it is:
transformative, healing, ego transcending,
eye opening to the possible, the “direction sign” to what is right,
creatively enhancing and surprising.
Allowing the space (time) for grace to
occur is key to the learning environment.It needs to be a conscious effort by the educator.
Triggers
of Dirkx
Uncontrollably learners are struck by
emotionally triggered mental images that facilitate knowledge
Triggering mental imagery within the
learning environment will promote learning.New material is likely not to be fully absorbed until a reflection of
life imagery is achieved.
Sacred space
of Vella
Three
aspects of sacred space:
·Dialogue-
where one listens an others’ experiences
·Respect-
listening without judgment
·Accountability-
educators need to be accountable for their lesson plan preparation, and
equally accountable for their willingness to abandon them if needed.In these moments grace may be at work.
Vella’s examples seem so common sense.Judgment free dialogue with accountability
of all involved promotes a balance within the learning environment.All involved are on a more level playing
field.
Mentoring
of English, Fenwick and Parsons
They point out that teaching, coaching,
mentoring is “about relationship(s), support and increasing the human spirit”
There is a practice for training hunting
dogs.Take an old established dog and
caller them to a young rookie. The rookie learns the how to hunt from the
example of the established dog.Mentor, coaching, training and teaching- basically all can share similar
job requirements.Main objective is to
establish relationships with their students (mentee).
Implementations
of Merriam
Fostering
spiritual learning is best served by:
·incorporating
adult’s personal biographical stance
on spirituality and religion.
·allowing for
space within the learning environment for such growth
·mentoring
relationships that develop trues though support and increasing the human
spirit
·allowing for
creative and imaginative activities such as visualization, storytelling, and
the use of literature, poetry, graphic art, and music.
Merriam brings it all together adding the
creative and imaginative activities.Educators owe it to students to bring creativity into the learning
environment.
Table 1.3 (Literature Review)- Samathan Pickens
The
main themes/ideas in the literature
Application
of the main ideas in practice
Idea 1
The definition of spirituality is multifaceted.Spirituality is connected to religion, but
also to faith, construction of meaning, understanding of symbols,
understanding of life experience, emotion and expression, and creativity.
Spirituality does not need to be a taboo subject because it
is related only in one facet to religion.In practice, spirituality in the classroom is shown through examining
the significance of experiences, and the way that values and beliefs motivate
our actions.
Idea 2
Spirituality and adult education are fundamentally
connected.Even early reports of
spiritual learning were adult education for religious teachings.In
formal or informal courses, discussions centered on feelings, experiences,
and meanings tied to both are in fact, spiritual in nature.
Curriculum for
courses should allow adult learners to tailor and complete projects that have
personal meaning and value.These
projects often reflect personal commitment or interest in social issues or
important concepts in their own field.
Idea 3
Incorporating spirituality into adult education is dependent
on the environment of learning.Openness, creativity, room for expression, and acceptance all foster
spiritual learning where the learner embraces the knowledge and internalizes
it.
The teacher is
accountable for caring for and respecting students and providing the right
conditions for learning.The space
should be one where adult learners can listen to others’ experiences without
judgment.As many educators already know,
lesson plans should be the best they can be, but the teacher also needs to be
able to abandon them in favor of flexibility.This is important because spiritual learning comes naturally and
spontaneously.
Idea 4
Relationships have been proven to be important in
education.Spirituality aids in the
formation and continuation of relationships.Relationships are mutually beneficial for all parties as individuals
care, respect, and hold concern for others.
Adult learners should be encouraged to form relationships
with professors, peers, mentors, and professionals to broaden their
experiences and to encourage connections between people with similar values,
beliefs, and interests.
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
