A First-Readers Look at Body and Spirit Learning

Credit: G. Zichermann

Chapter 7 of the textbook focuses on the ideas behind Body and Spirit in Learning. Body and spirit learning is an educational approach that promotes learning with the whole self instead of just intellect alone. It provides a connection with learning that includes the mind, soul, and physical being in the learning process. According to Merriam and Bierema (2013), it is a "holistic approach" that includes "learning in and through the body" (p.127).

A lot of educational learning theories focus on learning using the mind and intellect. Proponents of body and spiritual learning seeks to include feelings, such as distress, love, pain, and happiness. All of these are thought to enhance an individuals ability to learn. There are several aspects to this type of learning and that is 1) Embodied Learning and 2) Spirit Learning.

Embodied Learning

 Embodied learning is, according to Merriam and Bierema (2013), "seeing our body as an instrument for learning" (p.132). Many fields in education already incorporate this type of learning. It can be found, as the text book notes, in dance and many fields that require movement with the body. It is, however, a relatively newer way of approaching education, so many fields have not picked up and utilized this type of learning into their subject areas.

Embodied Learning in Education and the Work Force

Credit: Stonewater Leadership

As I mentioned before, many areas of education already embrace this aspect of learning in their subject areas, but more is being learned about how to incorporate this approach in workforce training. In education, it is easily incorporated into dance and physical education courses like yoga. It is interesting to see how this approach can be incorporated into the learning environment.

Many different workplace environments can embrace this type of learning. The textbook notes that there are studies where coal miners were trained to use techniques of embodiment in their safety training exercises. The study, conducted by Somerville (2004), looked at the topic by learning from miners who realized their surroundings by understanding the smells that are around them, the feel of the air in the mine, the feel of themselves in their environment. This helped the miners understand that they can sense, with their body, if something is wrong. This, in conjunction with equipment that tells them the information, can help them avoid problems and safety issues. The miners use their senses in the environment to give them cues on their surroundings. This can be used in many other fields. Educators use their feelings in order to understand their students in their learning environments. Instead of just relying on test scores, faculty can look at body language and other types of interactions to see if the student is struggling or needs assistance. In many cases, faculty are aware of the students progress though body language and behavior before any assessmentis given. This is a professional using embodiment in order to understand and help students (or even fellow colleagues in some cases) with issues and problems.

The Spirit in Learning

The spirit in learning is another aspect that plays an important role in body and spirit learning.  Spiritual learning is in a way, a learning technique that allows the learning to be connected not only to the ideas they are learning, but how it relates to others, the world, and the universe. It is learning that helps the learner be connected to others in a deep and profound way.

Spirit Learning in Education and the Work Force 

Spirit learning in education is a way for students to learn a topic while helping teach about ones self and identity and how that relates to the person who is learning. It is about learning how a concept relates to different systems and different people. It helps in the development of one's identity and how they relate to the world.

In the workforce, spirit learning can play an important role. According to Merriam and Bierema (2013), it is the approach where the individual learns to bring their entire being into the workplace, as opposed to their "body and brain" (p. 140).  Pawar (2010) suggests that there are three different types of spirituality in the work place. One, is where the spirit is working from the individuals perspective. This is where the individual works to find meaning in their life, work, and the connections between the two. The second is where the approach comes from a group perspective. This approach is where there is building of community within the workplace. The third approach is at the organization level, where the individual focuses on how they relate to the organization and to the values of the company. It is difficult to provide a lot of examples of this because it is something that is relatively new in the workplace on a large scale. But, in essence, it is where workers can learn to create meaning  in their job and how that relates to making lives better and more meaningful for others.

Summary 

Body and spirit learning is a holistic approach to learning that is not widely accepted. In modern day education and work environments, an intellectual approach is standard. The ideas of incorporating mind, body, and spirit are just beginning to be utilized in these parts of out lives. As time goes on, holistic learning approaches has the opportunity to grow and enrich both educational environments as well as the workplace.



Resources:

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons.

Shankar Pawar, B. (2009). Individual spirituality, workplace spirituality and work attitudes: An empirical test of direct and interaction effects. Leadership & Organization Development Journal, 30(8), 759-777.

Somerville*, M. (2004). Tracing bodylines: the body in feminist poststructural research. International Journal of Qualitative Studies in Education, 17(1), 47-65.