I think that being able to express individual spirituality in an academic environment can be beneficial and therapeutic to those who find this to be of interest. I find that as long as students, whether adult learners or younger, enjoy the encouragement to discuss their faiths in the classroom. At other institutions, this is typically frowned upon, but at GCU it comes natural in our student base. Spirituality promotes self-awareness as well as self-esteem and this can contribute positive factors to the learning experience.

Dear Dr. Piercy,

I enjoyed reading your article. I have conducted extensive research on adult learning theory and its relationship to using professional learning communities in public elementary schools. It was refreshing to see how you used adult learning theory from a different perspective to explore transformative learning. Transformative learning theory is a major area of interest for many researchers at the moment.  As far as suggestions on your content and APA formatting, I would have to conclude that your work is well done. Here is just an idea for the future. It may be interesting to build on your existing article and conduct a research study to gain perspective from students in a traditional or nontraditional classroom. It would be interesting to see if the current literature of transformative theory and adult learning theory is supported by the insights provided by the students. If I can be of any further assistance, please let me know. I may be contacted at [email protected]. I am always here to help.

Good luck in your publishing endeavor!

Michael L. Hixon, Ed.D

Dr. Piercy:

I found your article to be very interesting, although I kept feeling there was something missing. I felt I was finally grasping it when the paper concluded. I like the premise of spirituality as part of a learning theory, although I would have liked to see a broadening of the term "spirituality". We often operate on the assumption that everyone believes as we do, and that may or may not be true. However, I think spirituality transcends the religious beliefs to provide purpose and meaning to life. Just my two cents!

In terms of content and APA, I did find several sentences that need to be clarified, some seemed to have left words out, or were just not complete.  Along with Dr. Hixon, I would like to see a research study as well. In considering my own classes, while many of my students are most definitely religious, I would not generally consider them spiritual, or at the level of transformative learning.

You have written a very interesting and thought-provoking piece and I'm very interested to see where it goes from here.

Good luck!

Dr. Piercy,

I found your article very interesting. I think we can all bear witness to adult learning being relationship based. In on-ground classes we faciliate this by having small groups and by having the learner apply the learning to either their current position or their desired position. However, I think the dynamic of those relationships differ when you enter the online forum. How do you think spirituality plays a part in a person's desire to take classes where there is no face-to-face interaction? Also, there is an attempt to make the correlation between spirituality and cognitive maturity. Does this mean that individuals with limited cognitive development also have a limited spiritual capacity?

Also, being involved in the public schools the last several years I have seen the recent move to incorporating groups and cooperative learning in elementary and secondary schools. Do you think this means that idea of fostering relationships is moving down in age groups? If so, does this mean that K-12 students are more spiritually developed than in the past? Or does this just reflect a change in teaching?

Dr. Piercy,

What a fantastic topic!  I have been a teacher since 1992 and have worked with a wide range of students from preschool to adults.  I really liked that this article reinforces the fact that the responsibility of learning falls on the shoulders of the learner, but our job as educators is to recognize the needs of the learner and provide for them...both tangible and spiritual. Because we are working with people, their needs are as diverse as how many students we have, but to recognize that there are some timeless truths that work for all people-- this is the first step and our job to provide these conditions for the learner. 

Excellent research, fantastic topic.  Thanks for sharing.

Sheila Shaver

To Kristen DiCarlo - Thank you for being the first!  You noted that you "enjoy the encouragement to discuss…faiths in the classroom."  I assume that by "faiths" you mean religions.  This is a common misconception surrounding a discussion regarding spirituality.  Within the literature, there is a broadening of the idea of spirituality that takes into account one's being as opposed to one's religion (Fry, 2003; Fry & Kriger, 2009).  In my paper, I defined spirituality as "the quest for life-meaning and self-awareness for a higher purpose demonstrated through efforts to achieve the common good for all, offers a working definition by which to establish learning goals" (see Abstract).  Thus, the concept of spirituality and transformational learning theory is the invitation to incorporate learning methods that touch the spirit of the adult rather than a discussion of faith or religion.  Those learning methods include building relationships through mentoring, the use of journals, media, and the creating of safe learning environments in which learners are comfortable sharing their thoughts and ideas. I hope this adds clarity.  Thanks again, Gary

References

Fry, L. W. (2003). Toward a theory of spiritual leadership. The Leadership Quarterly, (14), 693-727.

Fry, L. & Kriger, M. (2009). Towards a theory of being-centered leadership:  Multiple levels of being as context for effective leadership.  Human Relations, 62(11), 1667-1696.  doi 10.1177/0018726709346380

To Dr Hixon - Thank you for taking time to read my paper and for your comments!  I know it's not like you don't have a few to read already!  I think one interesting aspect of future research based on my paper would be to see how these ideas would play in the online learning environment.  Currently, it seems that discussion forums play the major role in learning methodology of time consumptions (depending on one's point of view).  Further, does an 8-week course serve learning such that transformation can occur or are learners so busy cramming in information and regurgitating that information into an essay, that little if any transformation occurs?  I realize that the discussion forums are to provide opportunity for reflection; however, my observation is that the responses I read do not demonstrate reflection and transformation; rather, they demonstrate a goal of assignment completion.  I hope that makes sense.  Thoughts?

Gary

To Jayne Yenko - Thank you for reading my paper and for your comments.  You wrote, "I would have liked to see a broadening of the term "spirituality". We often operate on the assumption that everyone believes as we do, and that may or may not be true. However, I think spirituality transcends the religious beliefs to provide purpose and meaning to life. Just my two cents!"

Perhaps my use of Schauffele and Baptiste's (2000) definition of humanity as intellectual, social, moral, and physical based on Mark 12:30 caused a misunderstanding that the crux of my definition of spirituality was a religious definition.  The biblical reference was to define humans as having multiple dimensions.  Following the literature, I attempted to demonstrate that though difficult to define, spirituality moves beyond religion to "include the quest for life-meaning and self-awareness for a higher purpose demonstrated through efforts to achieve the common good for all" (see p. 7 of my paper).  Thus, it would seem that we are in agreement that spirituality moves beyond religion.  Thoughts?

Gary

References

Schauffele, S., & Baptiste, I.  (2000, Sept-Oct).  Appealing to the soul: towards a Judeo-Christian theory of learning.  International Journal of Lifelong Learning, 19(5), 448-458.

To Will Butler - Thank you for reading my paper and for your comments.  Undoubtedly the online learning environment has unique dynamics when one compares a traditional classroom setting.  However, many of the learning methods I described in the paper would transfer into the online environment.  For example, the use of imagery would translate very well as online learning platforms are often able to provide pictures, videos, and music to the learner.  In fact, the online learning environment may prove better for imagery than the traditional.  Another example is the use of journaling and narrative.  These methods are not limited to a traditional environment as these methods enable learners to reflect on their thoughts and learning experiences.  Further, establishing relationships with peers and faculty who serve as mentors transcends the traditional learning environment and easily moves into the online experience.  I can personally attest to healthy and long-lasting relationships with colleagues with whom I attended online courses and with faculty mentors who remain trusted allies today.  Finally, one area that I think the online learning environment transcends the traditional learning environment is the creation of a safe learning environment.  Consider that in the traditional learning environment, the face-to-face contact often causes pre-judgments to occur.  I avoid the word prejudice because I do not want to suggest any form of prejudice.  Conversely, in the online learning environment the only element by which learners are judged is their contribution.  In my opinion, this brings us closer to Dr. King's ideal that we are judged by the content of our character.  A safe, online learning environment allows shy learners to express themselves, allows learners from all backgrounds to offer their research and experience without pre-judgement.

With regard to your questions regarding K-12, I would have to leave that to those who are working with learning theory that focuses on that age group as that is outside of my realm of study. 

Thank you again for your good comments.  Thoughts?

Gary    

To Sheila Shaver - Thank you for reading my paper and for your comments.  Providing learning opportunities that touch the spirit of the person allow for greater opportunity for transformation.  Moving away from imparting information and asking learners to regurgitate that information will provide greater opportunities for adults to engage in transformational learning.  Thanks again!

Gary    

Gary,

I enjoyed reading your paper, especially Vella's guideleines for the adult learner and the instructor. I read several of her articles while working on my degree and you provided a nice refresher of the concepts. The other  topic that I think is very important in our classes at GCU is spirituality. So many of my learners have written in DQs that they appreciate the ability to express their beliefs and share with others.

Overall, you reminded the reader of the best practices that should be employed in not only an online setting, but also ground classes.

Kathleen Shriver

Kathleen,

Thank you for reading the article and for your encouraging comments!

Gary

Dr. Piercy,

Thank you for such a thought provoking article and encouragement to, within best practices, allow learners/students to express their spirituality as well as grow as spiritual beings.  In regards to reviewing this article (from a peer review perspective), please consider the following points:

• Citing/referencing the  version of Bible-scripture used, such as NKJV, NIV or else.  If this should be APA 6th edition style, please note, for instance, (Schauffele & Baptiste) can be:  (Schauffele & Baptiste, 2000) or Schauffele and Baptiste (2000)…
• Also, clarifying the reference to spirituality (i.e. what type of spirituality) could guide the reader regarding the direction of the argument.  Initially Biblical-scripture was cited.  However, Jesus and Biblical-scripture changed into open spirituality; giving a taste of agnosticism.  Thus, implying that open spirituality (any framework of spirituality) would work, since facilitating the concept that humans are spiritual beings, is a transformative path for the development of the individual.  If this is what was meant, it met its purpose.

Sincerely,

Genomary Krigbaum, Psy.D.

Dr. Krigbaum,

Thank you for your review and comments.  In review of APA 6^th, I see that subsequent parenthetic citations do require the date, thus I have made that correction.  Thank you!  Regarding spirituality, the biblical citation was not within the discussion of a definition of spirituality; rather, was included to establish an anthropological argument for multiple dimensions of human nature.  Thus, the intent was not to establish a Christian spirituality; rather, to draw from the literature to establish a broad definition of spirituality that would be inclusive of all apart from religion.  Thus, if this was your understanding, then the communication was successful.  Again, thank you for your comments.

Gary Piercy, Ph.D.

Dr. Piercy,

You are welcome! 

Best regards,

Genomary Krigbaum, Psy.D.

Dr. Piercy,

A well-written paper here that skillfully explains transformative learning theory and how it can be used in adult education. Indeed, transformative learning theory encapsulates the nature of authentic, biblical learning - resulting in life change. It is evident that you are trying to publish an essay that appeals to both secular and Christian settings - you quote Scripture and describe theological implications - yet use the concept of 'spirituality' in the very broadest sense possible. Although this is admirable, many evangelicals (major audience at GCU), may not consider or utilize your research. The common terminology in use now in education (from a Christian perspective) uses 'spiritual formation' as the foundational concept and term in the literature. To enhance the appeal of this paper I would encourage you to crystallize your view on the intended audience. If your audience is the broader Christian community, I would encourage you to add a section connecting spirituality to spiritual formation (or just use spiritual formation as your term with a workable definition). If you want this paper to have a broader appeal (i.e. adult learning and higher education in general) - use spirituality, but remove biblical passages or use different ones that highlight more clearly the nature of biblical anthropology. As a whole, this will be an excellent contribution to the literature!

Sincerely,

Scott D. Edgar

Ph.D, D.Min.

803.397.1771

Dr. Edgar,

Thank you for reading my paper and for your comments.  My purpose is to appeal to a broader audience outside of the evangelical community as spirituality is growing topic outside of Christian literature.  Further, the concept of spirituality is not intended to include spiritual formation.  From the overall comments I am receiving, it seems that the biblical reference tends to cause readers to align the essay with religion or faith, which is not the intent.  The biblical reference is to point to the multiple dimensions of anthropology.  Yet, the overall argument is probably not dependent upon that reference.  In fact, the citation was of others within the field who pointed to the passage so as to keep the argument within the academic community.  Nevertheless, the removal of the passage may be warranted.  Again, thank you for your good comments.

Gary Piercy, Ph.D.

Dr. Piercy,

What a wonderful paper.  I really enjoyed it.  It is very applicable to many different educational environments.  As a pastor of many years, I wish I could have read this many years ago as I have endeavored to transform the members of my churches.  Now as an online instructor, I will make use of this very infromative paper.  Thank you.

Peter Conlin

Dr. Piercy,

Thank you for your very well-written paper addressing transformative qualities or education.  The excellent teacher and outstanding center of learning both seek to transform lives. This happens not only with the dispensing of information but through the empowering of each and every student.  An emerging movement in transformative education includes reverse classrooms.  Traditional classrooms involve an instructor conducting the lecture during the classroom period while homework times are used for applying of the learning taking place in the classroom.  The reverse classroom instructor assigns readings and listening to lectures outside the class time while student complete projects and other learning exercises during in-class periods where critical thinking skills grow the most.  In my classrooms, I seek student learning first.  When my students truly learn, they gain power that transforms lives.  

As for your excellent paper sharing the potential that comes with transformative learning, I would like to know examples or at least recommended reading that leads your reading audience to places where students undergo positive and good transformation through the learning journey.  Commendation goes out to you for sharing with us how servant leadership through transformative learning changes lives.  

Thomas Joseph

MA in Theology

602-639-7333

Peter,

Thank you for taking the time to read my paper and thank you for your encouraging comments.

Gary

Thomas,

Thank you for reading my paper and for your positive comments.  I would recommend reviewing the reference page for several articles related to transformational learning theory and related research.  Especially the theoretical works of Mezirow and Associates (transformational learning) and several other researchers listed on the reference page.

Thanks again!

Gary

Dr. Piercy,this is indeed a wonderful paper. My students often times are nto sure whether or not they can say  God or prayer when they are responding to their peers.  Also, I like the fact that  transformational learning is something that  requires true critical thinking skills. I also like the fact that you reflected on the spiritual aspects in regards to  learning.  I  wish you well. 

Rinyka 

Rinyka,

Thank you for taking the time from your schedule to read my paper and thank you for your comments!

Gary

Dr. Piercy,

Very interesting paper! I like the paradigm presented and it caused me to reflect on some specific thoughts. It seems the premise of the paper is that humanity has a spiritual nature. How do you address those students who see the 'spirituality' as the embodiment of emotion but itself not a fundamental principal of their existence? Also would you inform students of the teaching method citing the spiritual components or it is left behinds the curtain for faculty and facilitator solely? I ask this as the covenantal dynamic could be perceived either way. Would it be necessary to note that based on the worldview of the student or instructor the argument would have greater impact? Your use of imagination and images to illicit teaching experiences reminds me of C. S. Lewis use of the same to work upon the hearts of his readership to accept or grow as individuals. His book 'Reflections on the Psalms' discusses this. In the paper the impression that emotions had more validate then reason to cause action or develop ones views. Was this intended?  Your discussion on page 19 about the deeper cognitive development of adults reminded me of the seeming later interaction with Abraham in his life with God the found of the Israelite nation. Overall a wonderful paper to read with great points! I look forward to your future research and writings.

David Steimle

Dr. Piercy,

Thanks for sharing wealth of knowledge on the subject of Transformative Learning Theory and Spirituality-and how it relates to adult learning. It is particularly interesting because for adults to learn new information, it can be difficult to unlearn what has been learned and can cause emotional stress in the process. Your research definitely adds relevance to spirituality and spiritual development as relates to adult learning. It definitely adds knowledge in the field.

The overall presentation is solid and evidence-based. However, too many direct quotes in your research work mildly created distractions. It would have helped to paraphrase some of the direct quotes and still maintain focus.

I look forward reading more of your work.

Thanks,

J. Ibeh Agbanyim

As an instructor of graduate studies, your paper has intrigued my interest in understanding how to create a learning strategy that touches the human spirit.  There are many different styles of learning as well as learning theories, as per your findings.  There is a certain level of importance in approaching learning using diverse scopes.  Adult learners require support from their peers, family members, as well as the academic community.  Dialogue, respect, and accountability are three principles, defined in your study, instructors can use to provide a safe learner centric program for adults.  Most teaching institutions require their instructors to conduct their classroom in a professional manner adhering to academic policies and procedures.  Critical thinking and self-reflection are certainly requirements for expanding the theory of transformational learning to include the spiritual aspect of the whole person.

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