Respond to the Spiritual Dimensions of Learning
In the Education Studies Department at Guilford College, our teacher/learners:
Respond to the spiritual dimensions of learning and living through seeking to discover, rediscover, interpret, and create knowledge through life (Respond to the Spiritual Dimensions of Learning).
Habit of Mind #9 (Process-oriented Teaching Repertoire) refers to developing the abilities and propensity to intellectually and ethically critique in order to develop agency as teacher/learners. Habit of Mind #10 refers to the other realms of experience; realms outside rationalism, determinism and reason or what is usually considered academic and intellectual (Kanpol, 1998). The spiritual dimension of teaching/learning is the ground from which hope, dreams and joy spring. Whereas the rational, deterministic and reasonable aspects of teaching/learning seek to solve the puzzles of "how-to's", the spiritual dimensions dwell with the mysteries of "why," "what-for," and "who am I/who are we."
The spiritual dimension of teaching and learning uses imagination and creativity to address "that part of life which holds its mystery" (Plunkett 1990, viii). Heubner (1993/1999) referred to the spiritual dimension as "the moreness that takes us by surprise when we are at the edge and end of our knowing . . . It is the source of hope" (403). When teacher/learners respond to the spiritual dimension of their work they begin to participate in a perpetually dynamic way of interacting with the world. They are being constantly discontent without becoming cynically paralyzed and perpetually hopefully without acting in naively optimistic ways.
The spiritual dimension is based on relationships which allow teachers and learners to enter into experience together in the process of creating or becoming cognizant with/in the world. Spirituality implies that teacher/learners have faith in the mystery and awe of life (Phenix 1970/1975). Integrating the spiritual dimension in teacher education, means teacher/learners must always consider the question, "What it exactly is we are called upon to do and what it is we find ourselves doing?" (Purpel 1999, 71).
The Education Studies Faculty does not feel it is appropriate to evaluate our teacher/learners with reference to this Habit of Mind. However, we urge them to reflect upon the following behaviors with reference to it.
- Teacher/learners are willing to engage with the complexity, ambiguity and contradictions of teaching/learning as mysteries to be lived in rather than as puzzles to be solved.
- Teacher/learners are aware of each of their own gifts and the ways in which those gifts are she interdependent with others' gifts.
- Teacher/learners are able to question deeply without becoming cynical at the same time they express hopefulness and joy without disregard to political, economic, social and historical institutional limitations.
- Teacher/learners are able to engage in mutually humanizing relationships (Freire) tied to the possibilities of ameliorating the status quo and enacted in conversations wherein they respond to the human dimensions of the participants, including themselves.
- Teacher/learners exhibit characteristics of commitment and conviction to their students, the academic disciplines and the acts of teaching/learning while remaining open to the possibility of error.
- Teacher/learners enter into disagreement or conflict with respect, sadness or regret, not outrage or dismay. They are open to conflict as an avenue for growth and change.
- Teacher/learners exhibit humility.