How do you know your spiritual type?
- For many, this takes the form of religious observance, meditation, prayer, belief in a Higher Power, or a personal relationship with the Divine. For others, it can be found in nature, art, music, and secular community. Each person has a unique form of spiritual expression and can benefit from help in identifying their spiritual type.
- 1 How do you teach adults effectively?
- 2 What is a spiritual learning experience?
- 3 How do adults like to learn?
- 4 What are the 10 methods of teaching adults?
- 5 What are the 7 principles of teaching?
- 6 How do I learn to be spiritual?
- 7 What are examples of spiritual experiences?
- 8 How do I get a spiritual experience?
- 9 What are the 3 stages of adulthood?
- 10 What are the five 5 common types of continuing education?
- 11 How do you teach adults new things?
- 12 How to Address the Spirituality of Adult Learners Without Getting All “Spiritual”
- 13 Exploring Spirituality and Culture in Adult and Higher Education
- 14 Download Product Flyer
- 15 Description
- 16 About the Author
- 17 Table of contents
- 18 Reviews
- 19 Exploring Spirituality and Culture in Adult and Higher Education
- 20 Exploring Spirituality and Culture in Adult and Higher Education: Tisdell, Elizabeth J.: 9780787957230: Amazon.com: Books
- 21 How to raise a spiritual child
- 22 What you can do to nurture your child’s spirituality
How do you teach adults effectively?
Best Practices For Teaching Adults
- Make Education Relevant.
- Keep Them Involved.
- Integrate Their Experience.
- Let Them Explore On Their Own.
- Keep Avenues Open for Feedback.
What is a spiritual learning experience?
The spiritual learner is someone who realizes there is something beyond ourselves that influences and accounts for life events —an intangible that cannot completely be explained. For many this is the work of God; for others it is the work of the “Universe;” and for others it is simply an undefined spiritual experience.
How do adults like to learn?
Many adults prefer to learn by doing rather than listening to lectures. Wealth of Knowledge. In the journey from childhood to adulthood, people accumulate a unique store of knowledge and experiences. They bring this depth and breadth of knowledge to the learning situation.
What are the 10 methods of teaching adults?
Adults prefer a personalized learning environment with focused effort on concept application where they can solve problems and take personal responsibility.
- Use Self-Directed Learning.
- Set Expectations Upfront.
- Use Life Experiences.
- Create a Comfortable Environment.
- Feedback and Practice.
- Balance Time and Discussion.
What are the 7 principles of teaching?
The Seven Principles:
- Encourage contact between students and faculty.
- Develop reciprocity and cooperation among students.
- Encourage active learning.
- Give prompt feedback.
- Emphasize time on task.
- Communicate high expectations.
- Respect diverse talents and ways of learning.
How do I learn to be spiritual?
17 Easy Things You Can Do to Become a More Spiritual Person
- Help Others.
- Make a Wish List.
- Spend 15 Minutes Every Morning with the 555 Practice.
- Learn to Forgive.
- Practice Patience.
- Always Be Truthful.
- Start a Gratitude Journal.
- Listen to Your Instincts.
What are examples of spiritual experiences?
A spiritual experience is described as an incident that goes beyond human understanding in how this experience could have happened in the first place. These types of experiences include situations like dodging death when you were in an otherwise dangerous scenario or unexplainable monetary gain.
How do I get a spiritual experience?
What can I do now?
- Try meditation. Check out if there’s a regular class near you or download the Smiling Mind app for a guided meditation.
- Practise self-awareness and knowing what’s important to you.
- Read books about alternative ways to incorporate spirituality in your life.
What are the 3 stages of adulthood?
Adulthood begins around 20 years old and has three distinct stages: early, middle, and late.
What are the five 5 common types of continuing education?
Common Types of Continuing Education:
- Earning a GED.
- Postsecondary Degrees (associate, bachelor’s or graduate)
- Professional Certification.
- On-the-job Training.
- Military Training.
- Corporate Training and Universities.
- Extension Schools.
- English as a Second Language.
How do you teach adults new things?
Tips for Teaching Adults Give practical examples or let participants role play or practice activities that will help them apply the new information. Relate training to their needs. The material presented to adults must be intended for direct and immediate application in order to keep their interest.
How to Address the Spirituality of Adult Learners Without Getting All “Spiritual”
The purpose of this series is to examine the ways in which professional development is failing teachers. At this point in time, I believe that current professional development (PD) activities do not devote enough emphasis to developing teachers’ social-emotional abilities, and that we should approach professional development from a more holistic viewpoint. For the purpose of promoting the social-emotional well-being of adult learners, I’ve identified five abilities that may be addressed in equal measure during professional development (PD), which has traditionally been only directed at compliance, implementation, and practice change.
The following are the five social-emotional skills:
- Self-awareness, self-regulation, situational awareness, social awareness, and spirituality are all important aspects of life.
Our generation is living through a period of unparalleled problems and demands, which may easily lead to feelings of empathy fatigue and burnout, as well as the inability to make sound judgments (i.e., make decisions out of fear). We are living in a moment unlike any other in which we must make daily decisions such as “Do we follow the soul’s calling or do we bow to the forces of deformation around us and inside us?” We must make these decisions on a regular basis. (Parker J. Palmer, et al.) As used in this context, spirituality does not refer to views about the hereafter, it does not refer to passing moral judgment, and it does not refer to concerns pertaining to the separation of church and state in any way.
Using the hashtag #parkerjpalmer, Parker J.
Learning can (and should) take place through connections with the instructor/trainer, with other students/participants, and/or with the topic.
- In order to effect change, it is necessary to connect with the “calling of one’s own soul” and to connect with the wider educational system.
The following definition of spirituality has been provided in an effort to help us deepen our ties to ourselves and to the context of our vocation (i.e., working in the greater educational system). By addressing adult learners’ social-emotional health and well-being, the concept is intended to direct efforts to address the wholeness of adult learners and their well-being. In terms of spirituality, the adult learner connects with himself or herself as well as people, content, and environments; “casts less shade and more light” (Parker Palmer, 1999); works from a position of authenticity; and supports positive change via collaboration and connection.
- Suggestions for PD include: According to my definition, contemplative practices are any opportunity to investigate the intricacies and contradictions of our lives and our work.
- Furthermore, I consider contemplative practices to be activities that: 1) I can add into group training or individual coaching sessions, 2) may involve movement while also inviting silence, and 3) can be used to foster discourse while also engaging in deep listening skills.
- Stephanie Briggs’ webinar titled “Be.
- Move: Creative Contemplative Movement” included a variety of examples of contemplative practices that I found very interesting.
- In particular, learners are invited to “draw” their thoughts and/or observations on a specific statement in response to the statement.
To far, I’ve utilized this meditative practice to address the spirituality of prekindergarten teachers in three different jurisdictions. Consider the following scenario, which illustrates how I conceptualized and implemented the contemplative practice activity:
- Five quotations that were relevant to our investigation were identified Directions were provided through an online learning community platform
- A quotation was chosen by the participants, and they were given three weeks to develop a visual representation of their comments and/or observations on the statement they had chosen. Participants hung their artworks about the room where the training was being place while attending a face-to-face session. In order to fully appreciate the “creations,” participants were advised to take a gallery tour across the space, preferably in silence or in low tones. In the following session, we met as a big group and discussed how the photos resonated with each of us and helped us gain a better understanding of our work.
Palmer, P. J., et al., eds (2003). Teachers who teach with their hearts and souls: Reflections on the role of spirituality in teacher education Journal of Teacher Education, volume 54, number 5, pages 376-385. Cite this article as: 10.1177/0022487103257359 Resources Looking for a resource to assist with thoughtful contemplation during your next professional development and learning event, course, or workshop? Look no further. Now is the time to order this adult coloring book and thoughtful contemplation workbook!
More information on the Workbook may be found by clickinghere.
- Palmer, P. J., and others (2003). Reflections on spirituality in teacher education: Teaching from your heart and soul 376-385 in the Journal of Teacher Education, vol. 54, no. 5 Cite this article as: 10.1177/0022487103257359. Resources Looking for a resource to assist with thoughtful contemplation during your next professional development and learning event or course? Look no further. Now is a great time to order this adult coloring and quiet thinking book! Please get in touch with me if you want to place a wholesale order. The Workbook may be found by clicking here. Several further resources on adult social-emotional skills may be found here:
Exploring Spirituality and Culture in Adult and Higher Education
978-0-787-97124-3 is the ISBN for this book. The month of June 2003 Jossey-Bass Publishing Company320 pages Product Flyer may be downloaded.
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Exploring Spirituality and Culture in Adult and Higher Education is written from the unique perspective of teacher, researcher, and author Elizabeth Tisdell, who has extensive experience dealing with issues of culture, gender, and educational equity in secular adult and higher education classrooms, as well as in pastoral and religious education settings on college campuses, and who has written several books on the subject.
This essential work explores how spiritual growth is influenced by culture, as well as how this information may be applied to the teaching and learning of spiritual development.
About the Author
In addition to being an associate professor of adult education at Pennsylvania State University, Harrisburg, Elizabeth J. Tisdelli is also a published author. Her research interests include issues of diversity and equality in adult education, feminist pedagogy, and the link between spirituality and culture in educational situations, among other things.
Table of contents
Breaking the Silence: Spirituality and Culture in Adult Meaning-Making and EducationPart I: Breaking the SilencePart II: Breaking the Silence Introduction: Culture, Spirituality, and Adult Education The Importance of Defining Spirituality in a Culturally Relevant Educational Context 253. Spirituality, Religion, and Culture in Lived Experience: Overlaps and Separations 254. 454. Themes and Variations of Spiritual Experience: Themes and Variations of Spiritual Experience Between the Cultural and the Universal Claiming a Sacred Face: Identity and Spiritual Development in Part II The Great Spiral: Spiritual Development as a Process of Moving Forward and Spiraling Back (p.
- The Role of Spiritual Experience in Developing a Positive Cultural Identity 936.
- The Possibilities and Challenges of Spiritually Grounded, Culturally Relevant Teaching in Adult Higher Education 21911.
Stories from the Field: Spirituality and Culture in Adult Higher Education Classrooms 21912. Final Thoughts on the Subject: Epilogue 259Appendix: Methodology of Investigation 263 references, 271 indexes, 285 references
“A revolutionary volume, it is expected to be released. Participating in the discussion will be beneficial to every adult educator.” Summer 2004 issue of the PAACE Journal of Lifelong Learning. “The information contained in this book is an essential contribution to a new and expanding body of knowledge.” In December 2003, the Journal of College Student Development published a study that found that “A Professor of Adult Education discusses how spirituality can be a valuable teaching tool in the classroom.” (From The Chronicle of Higher Education, written by Dana Sobyra.) It is a quick read that isn’t overburdened with references, yet there are enough to establish its credibility.
(TCRecord.org, October 8, 2003)
Exploring Spirituality and Culture in Adult and Higher Education
Information on the other hand is as follows: “In Exploring Spirituality and Culture in Adult and Higher Education, Elizabeth Tisdell, a teacher, researcher, and author, shares her unique perspective on issues of culture, gender, and educational equity in secular adult and higher education classrooms. She previously worked in pastoral and religious education settings on college campuses. These pages explore how spiritual development is informed by culture, and how this understanding is applicable to the teaching and learning process in general.
- Examples of classroom activities that include image, symbol, music, and art forms that focus on both the commonalities and diversity of human experience include those used by educators and students in the classroom.
- 1 Introduction: Culture, Spirituality, and Adult Learning ch.
- 3: The Spirituality of Adult Learning Spirituality, Religion, and Culture in Lived Experience: Overlaps and Separationsch.
- 5 Spirituality, Religion, and Culture in Culture: Overlaps and Separations Pt.
- 5: The Great Spiral: Spiritual Development as a Process of Moving Forward and Spiraling Backch.
- 7: Gender, Culture, and Spiritual Identity in Midlife Integration Ch.
- 7 The Role of Spiritual Experience in the Development of a Positive Cultural Identitych.
- III, Spirituality as a Foundation for Culturally Relevant and Transformative Teaching Practice, chapter 9 addresses how to approach transformative teaching from a spiritual and culturally relevant perspective.
- Storytelling from the Field: Spirituality and Culture in the Adult Higher Education Classroom, chapter 11.
Conclusion: Final Reflections on sch. 12: The Possibilities and Challenges of Spiritually Grounded, Culturally Relevant TeachingEpilogue: Concluding Remarks Research Methodology (Appendix) ReferencesIndex
Exploring Spirituality and Culture in Adult and Higher Education: Tisdell, Elizabeth J.: 9780787957230: Amazon.com: Books
“A revolutionary volume, it is expected to be released. Taking part in the discussion would be beneficial to every adult education professional.” Summer 2004 issue of the PAACE Journal of Lifelong Learning “The information contained in this book is an essential contribution to a new and expanding body of knowledge.” In December 2003, the Journal of College Student Development published a paper titled “A Professor of Adult Education shows how spirituality may be a valuable teaching tool in the context of adult education” (By Dana Sobyra inThe Chronicle of Higher Education) “The work is an easy read, not unduly replete with references, but just enough to establish its authority,” says the author.
(TCRecord.org, October 8, 2003)
“This should prove to be a ground-breaking collection. Participating in the discourse will be beneficial to every adult educator. -” Summer 2004 issue of the PAACE Journal of Lifelong Learning. “The information included in this book contributes significantly to a new and expanding body of knowledge.” December 2003 issue of the Journal of College Student Development. In this article, a professor of adult education explains how spirituality may be a useful teaching tool (By Dana Sobyra inThe Chronicle of Higher Education) “The text is an easy read, not unduly replete with references, but just enough to establish its authority,” says the reviewer.
How to raise a spiritual child
Despite the fact that toddlers are too young to comprehend abstract concepts, they possess other characteristics that are beneficial to them in terms of spirituality: they are naturally curious about the world, have no problem believing in things they cannot see, and live almost entirely in the present time. “Young children have an incredible sense of wonder – they are innate spiritual beings,” says Marianne Neifert, a pediatrician, author, and mother of five. “They are innate spiritual beings,” she adds.
For the time being, you could simply encourage her to be kind to others or mention your religious beliefs when responding to her cosmic questions.
Strengthening ties to family and community as well as a sense of personal contribution and purpose as your child grows older can help her become more resilient in the face of adversity as she gets older.
What you can do to nurture your child’s spirituality
Make a list of your personal beliefs. Whether or whether you are a member of an established religion, you will need to decide what you believe in order to instill a sense of spirituality in your children. That does not imply that you must have all of the answers, but it does suggest that you spend some time to explore the following questions: Do you believe in God? Do you believe that a divine element played a role in the formation of the universe? What do you believe happens after someone passes away?
Will your family do so?
Is it your intention to send him to a religious institution?
Introduce spirituality to your children from an early age.
“Nonetheless, you want children to be familiar with Grandma, so you begin talking about her right away.
You may also help your child develop spiritual habits by exposing her to them while she is young – for example, by lighting candles or singing hymns together – so that she will see them as a natural part of life and you will have a spiritual effect on her before other people do.
In the words of Neifert, “Kids are going to hear about God everywhere they go.” They will absorb someone else’s values if you don’t put your own spin on it and bring your own ideals to it.
And understanding the difference between good and evil, establishing a feeling of one’s own family history, and exhibiting a loving attitude toward others all contribute to the development of a fulfilling spiritual life.
However, even if your toddler may not be able to inquire or fully comprehend where people go after they die, you may still talk about it openly and honestly with him or her.
Other folks believe they’ve been reborn in a new physical body.” If you have a strong belief, don’t be afraid to express it.
Make use of everyday occurrences to educate spirituality.
By infusing spirituality into everyday acts and words, you may indicate that spirituality is a part of everyday life to others.
Instill a love of nature in your children.
In Neifert’s opinion, “Kids learn with all of their senses — they love to pick up rocks and splash in puddles, and they love to follow a butterfly.” Help your youngster perceive nature as something valuable by exhibiting your personal affection for and reverence for the environment.
Also, remember to be mindful of the animals in their natural home.
Create a compost pile so that your child may witness the transformation of mealtime leftovers into soil that you can use in your garden.
Tell your own stories.
Use this abundance of material to introduce your child to the concept that individuals have varying ideas, stories, and traditions by relying on their own personal experiences.
Even if you’re hesitant to encourage a literal interpretation of the Scriptures, for example, reading such stories will provide your kid with the opportunity to raise questions – if not now, then later on when she’s more independent.
Spirituality has the ability to link us to the divine, to one another, and to our ancestors.
Show him photographs of his grandpa receiving his First Communion at a church service.
And remember to share the same family stories with your children that you listened to as a youngster over the holidays.
Thanksgiving service projects such as donating food to a food bank or planting a tree on Earth Day help your child feel more connected to his or her family and learn that the world may be a better place just because he or she is in it.
Make it enjoyable.
Write it a point to encourage your toddler to draw a picture of God, make up her own tale about how the universe came to be, or just envision what paradise looks like to her.
The most important thing to remember is to do what spiritual people have done for millennia — sing and dance!
Make sure to look into songs and chants from different nations and traditions as well.
Take a minute to sit quietly with your kid once a day or once a week, if possible.
Eventually, it will assist her in gaining a better understanding of the “big picture.” Introduce a straightforward form of prayer.
It’s a tool for speaking with a higher power at any hour of the day or night.
A short prayer of thanks before or after meals may be a simple and effective approach to develop gratitude for the most basic of necessities in a person’s life.
The aim is to instill confidence in your child that God, or the divine spirit, is always present to him or her.
Set an example by telling him, “I’m so glad we have this beautiful day to play in the yard, aren’t you?” Set an example by telling him, “I’m so glad we have this sunny day to play in the yard, aren’t you?” Make a point of emphasizing the spiritual aspect of the holidays.
Participate in a charitable organization in your community.
Participate in church or synagogue events that have holiday themes as their focus.
You can also have your toddler assist in placing candles in a Kwanzaa kinara to reflect the seven principles of the celebration.
Your child will learn that spirituality is important in the life of the community if he or she frequently attends services and social events at a religious institution.
“Predictability is really important to children,” adds Neifert.
A common feature of most churches and synagogues is a children’s service, which introduces youngsters to the fundamental principles of religion in a way that they can comprehend and enjoy.
By volunteering at an animal shelter or a food bank on a regular basis, you can demonstrate to your child that he or she can make the world a better place just by being there and having a loving spirit for others.
Allow your toddler to ask the questions, and provide her with lots of opportunity to inquire about topics such as God’s identity and what paradise looks like, among others.
If she inquires as to where God resides, begin your response by inquiring as to what she believes.
Spirituality is a two-way street: on the one hand, it may be a source of comfort; on the other, it can be a source of discomfort.
Consult with other parents.
Come to one of ourBabyCenter Community religion groups to meet other families who share your religious or philosophical beliefs – from Christian to Hindu to Buddhist to Muslim to Pagan – to exchange ideas with them and receive guidance from others who have been in your shoes before.