Spirit & Soul in Learning

Theory Review: Spirit & Soul in Learning Brenna Capon Ball State University EDAC 635 Dr. Bo Chang February 23 rd , 2022 Name Commented on Brenna Capon Amy Hurt Brenna Capon Chad Miller   The role of the spirit and soul of the learner in adult education is challenging to define (Astin, 2004). However, educators intuitively know and do well to acknowledge that their students are more than just brains and electrical impulses; they are whole beings with an intangible but undeniable inner life (Tolliver & Tisdell, 2006). This inner life is significant to the learner, and therefore, the educator because it is the way humans bring together what they know, feel, and experience to determine who they are and what that means to them (Tisdell, 1999). Because we are educating people, not brains, we are seeking transformation rather than just information. To do this successfully, we must answer several key questions r...

  Logan Marlatt Dr. Chang EDAC 635 February 20, 2022   Theory Review: Spirit and soul in learning Name Commented On Logan Marlatt   Evaristus Ngetsop Logan Marlatt   Lyston Louks               Education as a practice has a multitude of theories that can applied to it. Theories range from the analytical to the personal, and all things in-between. For this theory discussion I am interested in discussing and reviewing the theory of spirit and soul. As evidenced in chapter nine of Dorothy Mackeracher’s textbook Making Sense of Adult Learning (2010), the theory of utilizing spirit and soul in learning has been a rather recent development. Mackeracher touches upon this concept as having two main components: the spirit facing outwards while the soul is a more inner reflection. Below I shall continue on to this analysis in more ...

 Our group met today via Zoom to kickstart our collaboration. The following is a non-chronological summary of the topics discussed. It was a pleasant and productive interaction. We confirmed our group plan for leadership of each project and discussed our leadership styles and how that would impact our delegation of tasks. None of us would describe ourselves as a natural "take-charge" type and we are all comfortable with taking a casual approach to managing our projects, with our leaders for each task providing administration of the discussions for the project.   Brenna shared details of her conversation with Professor Chang regarding the assignments.  We spent time discussing our understanding of what the group plan assignment entailed and came to the conclusion that what we have posted for our group plan on our blog should suffice. We did an initial exploration of the syllabus assignment and have tentatively settled on doing a workshop on a speech or communication t...