Spiritual Program Design. "15 Minute Yoga: Three Attainable Steps to Better Adult Living."

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

http://ctb.ku.edu/en/table-of-contents/structure/strategic-planning

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	Be Good, Do Good and Be One.