The incorporation of spirituality into everyday life seems to be a value in many Indigenous communities. I am, therefore, interested in finding out how this is done within educational environments and whether or not this is even done in online learning environments. My ultimate focus will likely be on adult education, as I work in a post-secondary environment. However, at this point, I am not limiting my research to that age group.
These are the some of resources I have examined recently:
- Astin, A. W., Astin, H. S., & Lindholm, J. A. (2010). Cultivating the Spirit: How College Can Enhance Students’ Inner Lives. San Francisco, California: John Wiley & Sons.
- What is an academic’s role in a student’s spiritual development? Faculty are only responsible for the academic and professional progress of their students, aren’t they? Perhaps they are, but the fact remains that students are asking questions, such as: “Who am I?”, “What is my purpose in life?” and “What kind of world should I help to create?” These all have spiritual overtones.
- This book examines the role that post-secondary education has in student spiritual development. According to Astin, et al. (2010), although religious practice may decline during these years, spiritual growth is enhanced, which in turn enhances other college outcomes.
- So although this book does not deal with Indigenous spirituality in education, it is a good starting point for examining spirituality in post-secondary education, which is where my interests lie.
- Fraser, D. (2007, January 22). Secular schools, spirituality and Maori values. Journal of Moral Education, 33(1). Retrieved from http://www.tandfonline.com.uml.idm.oclc.org/doi/abs/10.1080/0305724042000199996?needAccess=true#aHR0cDovL3d3dy50YW5kZm9ubGluZS5jb20udW1sLmlkbS5vY2xjLm9yZy9kb2kvcGRmLzEwLjEwODAvMDMwNTcyNDA0MjAwMDE5OTk5Nj9uZWVkQWNjZXNzPXRydWVAQEAw
- In New Zealand, Maori education initiatives have grown to include Maori values, beliefs, and spirituality. This challenges the definition of secular education in New Zealand.
- This article discusses the moral obligation to include Indigenous values within education in order to develop understanding and respect for their unique cultural identity. Are they broad enough concepts to have relevance for a diverse student population? Some say yes. However, others believe that even concepts such as self-worth and personal identity are too personal and intrusive to be discussed in a public classroom.
- On the other hand, the Maori do not believe that they should be expected to fragment their lives and values and therefore wish their spiritual values to be taught alongside the intellectual, physical, emotional, and social ones. They believe that “a natural acceptance of spirituality…creates a moral space in which people’s values and beliefs can co-exist without excuse or apology in secular education”.
- Although I had planned on keeping my focus on Canadian Indigenous peoples, this article describes some issues that I believe will be faced in Canadian society as we begin to teach about aspects of Indigenous culture in mainstream Canadian classrooms.
- LaFever, M. (2016). Switching from Bloom to the medicine wheel: Creating learning outcomes that support Indigenous ways of knowing in post-secondary education. Intercultural Education, 27(5), 409-424.
- LaFever uses the Medicine Wheel as a framework for learning outcomes. She sees it as expanding the three domains of learning, as described by Bloom (cognitive/mental, psychomotor/physical, and affective/emotional) while adding a fourth dimension of spirituality.
- Having begun my exploration of the psychology of learning by studying Bloom, I am most interested in seeing how his theories are enhanced by Indigenous ways of knowing.
- Royal Canadian Mounted Police. (2016, June 14). Native spirituality guide. Retrieved from http://www.rcmp-grc.gc.ca/en/native-spirituality-guide
- This website was found in the reference of the LaFever article. I found it intriguing that the RCMP would have a guide for their employees on the understanding of sacred practices of aboriginal peoples in Canada.
- The RCMP sought out four different elders in creating the guide and gave additional thanks for permission to digitally publish this knowledge, considering the fact that many elders do not consent to having their knowledge reproduced in this fashion.
- The article goes on to list important concepts, such as the Circle of Life, the Medicine Wheel, and the Four Powers. It then outlines various ceremonies and ceremonial objects.
- There is also a section on the treatment of medicine bundles by law enforcement officials, particular during legal searches, so that these objects are treated with the respect that they deserve.
- Although very simplistic, the information contained on the site would be a very good starting point for someone with little or no knowledge of these sacred objects and traditions.
- The main thing that surprised me about the website was that it did not distinguish between Canadian Indigenous cultures. Depending on what regions of the country and RCMP officer serves in, he/she will be exposed to considerable variation in belief and practice.
- Tisdell, E. J., & Tolliver, D. E. (2001, June 01). The role of spirituality in culturally relevant and transformative adult education. Adult Learning, 12(3). Retrieved from http://journals.sagepub.com.uml.idm.oclc.org/doi/pdf/10.1177/104515950101200305
- Elizabeth Tisdell is also the author of the book Exploring Spirituality and Culture in Adult and Higher Education. (2003). San Francisco, California: Jossey-Bass. This article briefly discusses some of the themes explored more fully in her later publication.
- This article discusses the connection between spirituality and culture and how educational experiences that allow for their expression can be both culturally relevant and transformative to the students involved.
- What is unique about this article is that it connects knowledge construction to the unconscious processes which are often culturally and spiritually based, such as the use of image, symbols, music, and ritual.