Spirit & Soul in Learning: Persuasive Speaking Seminar Syllabus Design

 

Spirit & Soul in Learning: Persuasive Speaking Seminar Syllabus Design

Persuasive Speaking Seminar

 

Group Members	Roles*	Commented On:
Logan Marlatt	Group Leader - Logan organized the meetings and kept us motivated Course Content Creator - Logan produced all the content related to persuasive speaking and handled most of the syllabus content	Group 2 & 4
Brenna Capon	Aggregation & Organization - Brenna organized the content into the syllabus document and edited the preliminary and concluding paragraphs Theoretical Application - Brenna documented the correlation between planned activities & the main theoretical points related to Spirit & Soul in Learning in the table.	Group 1 & 2

*Our group was small and worked well together so we both contributed to all syllabus design areas. These roles represent how we initially divided tasks, but we overlapped significantly. 

 

Introduction 

Persuasive Speaking Seminary is a six-day course for adults wanting to learn about persuasive speaking. The purpose of the course is to provide students with instruction about the practical and theoretical concepts related to public speaking so they can become confident and convincing public speakers. Topics include persuasive theory, dealing with speech anxiety, credibility & emotional appeals, perception of language, and audience analysis. Besides instruction on the mechanics of effective public speaking, we want students to learn to communicate in a way that connects them both with their inner self and their peers as a community. In this way, we hope to address both the spirit and soul in learning about public speaking. 

 

Rationale

Spirit and Soul in Learning

Using spirit and soul as a framework for learning has been a rather recent development and the concept can elude definition. Mackracher (2004) describes the soul as the “essence of being through which we experience life and self” (p. 80) and explains that this is the inwardly focused aspect of the learner. The spirit is the part of us that is “connected to aspects of the external world that are of value to me – to others, to the earth, and to a greater cosmic being (Davis, 2002; Tisdell, 1999) which is an outward-focused element of the learner. Learning that is attuned to spirit and soul incorporates the internal and external aspects of education, and allows learners to better explore themselves and their place in the world. 

 

Facilitating Spirit and Soul in Learning

While the spirit and soul are abstract ideas, there are concrete ways to facilitate learning with these intangibles in view. The soul cannot be taught as much as nurtured (Dirkx, 1997). Since the soul is developed when there is time and space for reflection, it is important to start with an environment that fosters feelings of comfort and openness (Groen, 2004). Because soul learning involves images and responses, learning activities that include humor, poetry, storytelling, and the arts are beneficial (Dirkx, 1997). Spiritual learning often works best as an extension of soulful learning. When a student has contemplated their internal responses and connections to an experience, they can dialogue with other students to understand how they fit into their learning community and how they can find common values and belonging. This works best when the emphasis is not on the group finding predetermined answers, but on the interpretive discussion of ideas with a variety of people (Haroutunian-Gordon, 2009). Spiritual learning activities encourage students to link what takes place in the classroom to their life outside the classroom and to look for connections between those experiences and their responses to imagery and symbols (MacKeracher, 2004). Learners engage in soulful and spiritual learning when they embrace opportunities that come from areas that they ordinarily would not engage in and when they are “open to a transformation” (Mudge, 2021, p. 53). The key for most educators will not be found by selecting the right activities. The greatest impact will happen when the educator engages in personal development of the soul and spirit that brings them to the place of seeing their role as drawing out the person and potential in their students rather than the answers (Astin, 2004).

 

Applying the Spirit and Soul Framework

The concepts of spirit and soul in learning can be applied in numerous ways in the adult education setting, though it is critical to remember that the end result depends upon whether or not students are willing to engage in the process. Three key areas where instructors can give consideration when creating a favorable setting for spiritual and soulful learning are environment, classroom activities, and instructional approach. Instructors can begin by creating a physical classroom that makes students feel like they are in a safe and open environment (Dirkx, 1997). This could mean anything from a casual seating arrangement to creating a judgment-free zone during class discussions. After a conducive setting has been established, instructors can choose activities and assignments that focus on reflection, dialogue, and openness- like keeping a journal and reading the entries aloud to others. Educators can find ways to incorporate poetry, storytelling, metaphor, humor, or other topics that provoke personal responses to images into their content (MacKeracher, 2004). Finally, the teacher who wants a healthy spiritual environment for students will take an instructional approach that focuses on learning rather than teaching, which shifts the focus from what the instructor is doing to what the students are experiencing (Astin, 2004). While the spirit and soul may not be able to be at the forefront of every lesson or class meeting, instructors can make huge strides by simply considering how to approach themselves and their students as complex and complete human beings.

 

Persuasive Speaking in The Spirit and Soul Framework 

With this concept of spirit and soul in mind, we chose the topic of persuasive speaking because both of these parts can be emphasized in persuasive speaking due to its unique focus on personal reflection and interpersonal connection. We selected methods and activities in our syllabus that use imagery to prompt response and offer time and space for reflection as a way to nurture the soul towards finding its voice. For example, one lesson begins with the presentation of a collage of images of famous people giving speeches. Students are invited to reflect on the collage and choose one person and what made their speaking memorable. This invites students to process their internal reaction to a symbol and to connect that response to external values and greater causes that resonate with the student. Since a judgment-free zone is critical to soulful and spiritual learning, time is spent on discussing how to analyze your audience and consider their potential responses when writing speeches. Students do exercises to familiarize them with the impact their words can have in making others feel comfortable enough to dialogue, which is when real spiritual growth can happen. Lessons also incorporate stories, humor, and metaphors from outside the classroom experience to help students connect the content to life outside the classroom walls. 

While the primary objectives of the lessons are related to equipping students to speak persuasively, we also focused on facilitating soulful and spiritual learning by framing the content in settings that give attention to the intangible dimension of the student experience. We know that the spirit and soul cannot be made to learn, but we also believe that the way we present and apply the content can have a significant impact on growth in these areas. 

 

Syllabus 

Class Meetings

Persuasive Speaking Seminar will meet Monday, Wednesday, and Friday from 9:00 am - Noon during the two weeks before the beginning of the fall term.

 

Course Objectives

1. Students should be able to analyze and adapt to their audiences.
2. Students should be able to select persuasive topics and arguments that will be relevant to their audience.
3. Students will construct and organize their speeches according to the persuasive structures that are outlined both in class and in the textbook.
4. Students will be able to argue for and defend their persuasive topic within their speech.
5. Students will utilize vivid and detailed language to help persuade their audience.
6. Students will be able to speak confidently for any persuasive speech occasion.
7. Students will be able to provide constructive feedback to peers on content and the application of speech methods.
8. Students will be able to construct a self-evaluation based on persuasive speaking principles.

 

Course Schedule

Day 1	Readings/Videos Readings to be completed before the class date scheduled	Assignments	Due Dates
Principles of Public Speaking   Dealing with Speech Anxiety	Chapters 1 and 3 of Fundamentals of Public Communication.   TED-Ed video on speech anxiety: https://www.youtube.com/watch?v=K93fMnFKwfI	Survey: Students will take a short survey on speech anxiety where they can freely and anonymously state how nervous or unsure they are about public speaking. Instructors can then look at the information and further adapt the material to help address some of these concerns that are raised.	Survey due on Day 2
Activities Introductions: Students will introduce themselves and state if they have had public speaking experience before.   Speech Anxiety: Students will discuss what parts of public speaking they may have difficulty with, and are encouraged to think about what they would like to learn to improve upon these fears. Speech Anxiety PowerPoint   Principles of Public Speaking: PowerPoint presentation will be used as a guide to explore the ideas of thesis statements, speech purpose, etc. Principles of Public Speaking PowerPoint
Day 2	Readings/Videos	Assignments	Due Dates
Audience Analysis   Language Perception	Chapters 5 and 12 of Fundamentals of Public Communication.	Speech Plan: Students will be tasked with filling out a worksheet that will detail their plans for a persuasive speech. Students will need to determine what their topic is and what visual supplements they may need to provide to further enhance their presentation.	Speech Plan due on Day 3
Activities Audience Analysis: Students will conduct audience analysis surveys in small groups to make sure that the speech topics they create will be acceptable for their audience. Audience Analysis PowerPoint   Language and Perception: Students will also practice giving a speech on a specific topic by utilizing more vivid and detail-oriented word usage. The goal of this activity is to introduce students to the concept of word usage being paramount in laying the foundation for a persuasive speech. Perceptions of Language PowerPoint
Day 3	Readings/Videos	Assignments	Due Dates
Persuasive Theory  Credibility & Emotional Appeals Creating an argument	Chapter 13 of Fundamentals of Public Communication. Prior insight from previous chapters and assignments may also be referenced.	Revised Speech Plan: instructors will have analyzed the form that students completed regarding their speech plans. Instructors will make comments on what areas or aspects students should improve upon. Students will then submit an updated draft of their ideas.	Revised Speech Plan due on Day 4
Activities Toulmin’s Model: Students will engage in a discussion on Toulmin’s model. For this activity, students will listen to a story and must argue for which characters they feel are the best or worst in the story, and provide reasoning for doing so. This will involve the use of both persuasive appeals and the knowledge they have gained regarding argumentative reasoning from the textbook. Toulmin's Model PowerPoint
Day 4	Readings/Videos	Assignments	Due Dates
Speech structure and final preparations.	Video on the concept of Outlining: https://www.youtube.com/watch?v=cpRi65RNElE&t=152s    Students will watch video examples of previous persuasive speeches. Example of a persuasive speech: https://www.youtube.com/watch?v=KYtm8uEo5vU	Speech Outline: Students will create and submit an outline for their persuasive speech. This outline will detail what points they will be touching upon and what their persuasive arguments will look like. Students are not expected to remember these outlines completely, but rather use them as a reference point while giving their speech.	Speech outline to be submitted when giving speech on Day 5 or 6
Activities Speech Workshop Day: This class will be devoted to the implementation of principles that were given in the three prior days as the students construct their speeches in a workshop format. Students will construct and present portions of their speeches in small groups and provide each other feedback for improvement based on previous instruction.
Day 5/6	Readings/Videos	Assignments	Due Dates
Present Speech Reflect	No materials will be required.	Reflection: Students will write a reflection on persuasive speaking and what they feel they have accomplished from this experience, and what they could do differently in the future.	Reflective Journal due one week after last class meeting
Activities Speech Presentation: Students will conduct and perform their speeches in front of their peers and the instructor. This is the culmination of the work that students have engaged in throughout the week. By the end of their speeches, students will hopefully be more well-adjusted to the idea of public speaking and persuasively arguing for a point they may feel strongly about.

 

Textbook

Title: Fundamentals of Public Communication

Author: Richard Nitcavic

Videos & PowerPoints

https://www.youtube.com/watch?v=K93fMnFKwfI 

https://www.youtube.com/watch?v=cpRi65RNElE&t=152s 

https://www.youtube.com/watch?v=KYtm8uEo5vU

All PowerPoint files are adapted from the Ball State University “Comm 210” presentation material

 

Grading Criteria and Standards

Assignment Submission Policy

• All assignments should be submitted as PDF or Word documents with extensions of .doc, docx, or pdf. Therefore, Google Docs, Apple Pages, or other formats other than Microsoft .doc,.docx, or pdf will not be accepted for full credit.  Current BSU students can download FREE versions of Microsoft at:

• https://www.bsu.edu/about/administrativeoffices/technologystore/students/softwareforstudents 
• Assignments, unless otherwise indicated, should be submitted using the assignment submission link for the assignment. 
• If an assignment is not properly submitted using the proper extension late penalties (per the late policy) will be applied. This includes speech outlines.

 

Speech Time Limits

Due to the nature of the speaking assignments, the number of students in each section, and the number of speeches required, time limits for each speech have been determined.

• You must learn to plan for a certain time; you must learn to recognize your “expansion” rate from outline to notes and the possibility that your nerves may cause you to speak faster than you might normally. 
• You must realize that the time accorded you is not a gift of the audience, but an expectation. 
• Because of the short speaking time in class, going over the set time limit takes away from the speaking time of other students who are ready to speak that day. 
• In the same way, overtime takes away time for questions and criticism from the class and the instructor. 
• Therefore, speeches not meeting the minimum required time or exceeding the maximum time required will have 2% of their final points deducted for each full 15-second interval under or over time. 
• At the instructor’s discretion, you may be asked to stop your speech if you are exceeding the allotted time frame. Asking you to stop is designed to ensure that all students assigned to speak that day have the time to do so.

 

Grade Weighting

The course grade will be as follows:

·         Readings & Daily Assignments - 25%

·         Speech - 25%

·         Personal Reflection & Peer Evaluations - 50%

 

Attendance Policy

In class, you will meet three days per week with your small section instructor. In class, you will discuss course content in more depth, do activities, and deliver your speeches.

·         Attendance is mandatory and you are expected to be present and on time for each class.

·         If you fail to arrive on time, you will be responsible for any information, quizzes, notes, or announcements you missed.

·         Absences will only be excused with a doctor’s note, legitimate documentation, or a university-sanctioned event excuse notice.

·         All students deserve an audience for their speeches. Therefore, if a student misses a day during which speeches are being presented, they will lose 10% off of their speech grade for each speech day missed. Further, disrespectful or disruptive behavior on speech days will result in your dismissal from class that day, being marked absent, and/or the loss of the same 10% as those not in attendance. 

 

Reflection

 

What makes our syllabus stand out is how the application of the spirit and soul framework shifts the focus. We planned our syllabus with the goal of creating a community between all members of the classroom, rather than a hierarchy centered around the instructor (Tisdell, 1999). This means our lesson planning started with the students in mind and then moved to how we desired for students to interact with content. It also meant that our evaluation shifted to what happened to the internal being of the student and not merely what happened on an external assessment. We are very proud of the way our syllabus acknowledged the dignity and complexity of our students as humans and projected an energetic and welcoming environment. 

 

Process

 

We began this process by meeting over Zoom to discuss the assignment and the new roles for each group member since our group was down to two members. We spent considerable time reviewing previous groups’ projects and the assignment details to make sure we both had the same understanding of the task related to our topic. Once we felt like we were both on the same page about the goal, we discussed what to use for the content of our syllabus. Given our previous experiences, strengths/weaknesses, and framework, we decided to teach a seminar on persuasive speaking. We divided tasks from there and began to work independently. We collaborated through a Google document and messaging, using comments to revise and update our syllabus document. Finally, we met again to collaborate on pulling our parts of the project together. We reviewed each other’s contributions, made improvements to our plan, and edited the syllabus for coherence. We spent most of the last meeting session determining how to document our application of the framework in the construction of the syllabus. After the meeting, we both had more edits to make so we planned to finish those independently, edit again, and post our project. Some things we learned include the value of a team spirit and the necessity of clarification about the goal. Also, taking time to determine each group member’s strengths and weaknesses, as well as preferred roles in group work, makes the overall process smooth. Reading the instructions thoroughly and reviewing previous students’ work is of inestimable value. Also, using the literature review as the basis for the syllabus saves time. 

 

Tables:

Since spirit & soul must be nurtured and not coerced in learning, and outcomes rely heavily on learner receptivity, our aims are all directed at fostering a climate that is conducive to human flourishing. We have organized our efforts into the three categories and their respective subcategories as shown below. Assignments, activities, and syllabus design choices are keyed to these aims in the table that follows. 

1. Classroom Atmosphere:

a. Provides space for contemplation and reflection
b. Fosters awareness, community, and belonging
c. Is warm and inviting, open and transformative 
d. Discourages judgmental responses to self and others, while encouraging consideration of personal beliefs & values

2. Activity Selection

a. Includes imagery, poetry, storytelling, metaphor, and arts
b. Involves reflection, imagination, sharing, and dialogue 
c. Allows for higher states of consciousness 
d. Uses contexts that connect above and beyond the classroom

3. Instructional Approach
a. Views instructor as mediator rather than authority 
b. Focuses on idea mediation, not answer-finding 
c. Values transformation over information
d. Has a gentle pace with an emphasis on cooperation 
 

Aims we wish to achieve with our design	Main theoretical ideas	Main activities in our syllabus	Main methods/tools/strategies in our syllabus
3a - Views instructor as mediator rather than authority   3c - Values transformation over information	The teacher who wants a healthy spiritual environment for students will embrace a focus on learning rather than teaching, which shifts the focus from what the instructor is doing to what the students are experiencing (Astin, 2004). Spiritual learning occurs when learners are willing to share their personal experiences (Makeracher, 2010).	Day 1 Speech Survey	The first assignment of the class is to fill out a survey that asks students about their experiences and attitudes about public speaking. The purpose of this survey is to provide the instructor with feedback so they can tailor the course to the needs of their students, rather than just always teaching the same content. This forces the instructor to think about the students and their growth as primary rather than the topics.
1b - Fosters awareness, community, and  belonging   2a - Includes imagery, poetry, storytelling, metaphor, and arts   1d - discourages judgment, encourages value assessment	This spiritual element of a learner constructs knowledge through symbols and impressions rather than facts and logic (Dirkx, 1997).    Spiritual learning invites students to enter into a relationship with others in ever-increasing concentric circles working outward until they feel a part of something greater than themselves (Tisdell, 1999).	Day 2 Speech Plan	For the speech plan, students are asked to consider what visual aids will help them make their point in their speech. This requirement engages the student in reflection on which images resonate with them related to their topic. They also have to consider the greater community of the classroom and make sure that their visual aid connects with others in the class, too. Choosing a topic and writing a plan also requires a student to reflect on what they believe and value to the point that they desire to persuade others to agree.
2d - Uses contexts that connect above and beyond the classroom   2c - Allows for higher states of consciousness	Spiritual learning activities encourage students to link what takes place in the classroom to their life outside the classroom and to look for connections between those experiences and their responses to imagery and symbols (MacKeracher, 2004).    Learners must achieve an altered state of consciousness for spiritual learning (MacKeracher, 2010).	Day 2 Audience Analysis & Language Perception	The PowerPoint presentations for these topics include several slides of images (logos, pop culture references, identity group symbols) that bring the outside life of students into the conversation.    When doing the activities on language perception, students are asked philosophical questions like, “What is language?” that prompt higher states of awareness through focused attention on intangible realities. They are also asked to draw a dog and consider what is essential to the concept of “dog,” which similarly draws attention to deeper meanings than are normally considered when using words.
1d - Discourages judgmental responses to self and others, while encouraging consideration of personal beliefs & values   3b - Focuses on idea mediation, not answer-finding	Spiritual learning is more effective for those who refrain from judgment of their experiences (MacKeracher, 2010).   Small group discussions where the teacher is a facilitator and not an arbiter of the flow of conversation, even amid conflict, are a key component of spiritual development (Dirkx, 1997).	Day 3 Toulmin’s Model Activity	During the Toulmin’s Model activity, students are asked to read a fable aloud with each group member reading the lines of one character. Each member then argues for which character is the best or worst. In order to 1) foster an environment of dialogue and not problem-solving, and 2) discourage heated responses, students are advised by the instructor to remember that this is a fictional account and that there isn’t an objectively “best” and “worst” person.
1c - Is warm and inviting, open and transformative	Learners must be “open to a transformation” (Mudge, 2021).	Day 3 Revised Plan	Students are asked to revise their speech plans based on constructive feedback from the instructor. This exercise pushes students to be willing to change and transform their thinking when receiving input from others in a helpful setting, even if it challenges their thinking or pushes them outside their comfort zone.
3d - Has a gentle pace with an emphasis on cooperation   1d - Discourages judgmental responses to self and others, while encouraging consideration of personal beliefs & values	Spiritual learning works best when the emphasis is not on the group finding pre-determined answers, but on the interpretive discussion of ideas with a variety of people (Haroutunian-Gordon, 2009).   Spiritual learning requires a community, rather than a hierarchy centered around the instructor (Tisdell, 1999)	Day 4 Speech Workshop	During the Speech Workshop, students will try out parts of their speech in small groups. Group members will offer each other feedback and perspectives to help students make improvements. This shifts the focus from competition and performance to a cooperative effort towards success. The workshop will be casual with students arranged in comfortable seating and encouraged to do whatever they need to feel comfortable practicing their speeches. Students are encouraged to offer and receive feedback with humility and vulnerability.
1a - Space for contemplation and reflection	Education that is attentive to the spirit of the learner focuses on heightened awareness, exposure to new ideas, making connections, dialogue, reflection, and acceptance (MacKeracher, 2004).    It is recommended that students should engage in journal writing (Mackeracher, 2010) to get the most out of their experience.	Day 5/6 Reflection assignment	Having students reflect on their speeches after the fact communicates the value of revisiting experiences to learn more about ourselves and what we value, to remember that we are a work in progress and this class is not the end of our growth.  “How can I improve?” “Do I feel like I am an effective persuasive speaker?” “Do I want to be?” These types of prompts cause a person to think about themselves and not just persuasive speech.
2b - Involves reflection, imagination, sharing, and dialogue	Instructors and learners must allow themselves to heighten their states of consciousness by engaging in activities such as the sharing of dreams, images, or word association activities (MacKeracher, 2010).	Question of the Day Lesson Openers	Each class day begins with a “Question of the Day” activity that invites students to engage with an image or word in a personal and reflective way before sharing their thoughts with others. These are open-ended questions so students have a low-stakes opportunity to engage their imagination and experiences in a community.
1c -  Is warm and inviting, open and transformative   3c - Values transformation over information	The key for most educators will not be found by selecting the right activities. The greatest impact will happen when the educator sees their role as drawing out the person and potential in their students rather than the answers (Astin, 2004).	Grade Weighting	We have intentionally chosen to weigh our grading heavily towards the activities that are reflective and transformative, rather than emphasizing the ones that assess content and answers. The latter things are important, but we believe that personal reflection and constructive interaction with peers are more valuable.

 

References

Astin, A. W. (2004). Why spirituality deserves a central place in liberal education. Liberal     Education, 90(2), 34.

Bhatia, A., & Kapur, P. (2018). From personal experiences to classroom teaching: A socio-psychological study of social inclusion and exclusion. Journal of Psychosocial Research, 13(1),141–151. https://doi.org/10.32381/jpr.2018.13.01.15

Dirkx, J. M. (1997). Nurturing soul in adult learning. New Directions for Adult and Continuing Education, 1997(74), 79-88. https://doi.org/10.1002/ace.7409

Groen, J. (2004). The creation of soulful spaces: An exploration of the processes and the organizational context. Organization Development Journal, 22(3), 8–19.

Haroutunian-Gordon, S. (2009). Learning to Teach Through Discussion: The Art of Turning the Soul. New Haven: Yale University Press. https://doi-org.proxy.bsu.edu/10.12987/9780300155822

Lawson, K. (2011). The trainer's handbook of leadership development tools, techniques, and activities. Pfeiffer.

MacKeracher, D. (2004). Making Sense of Adult Learning (2nd Edition). University of Toronto Press. https://bookshelf.vitalsource.com/books/9781442690493

Mudge, P. (2021). This changes everything. The COVID-19 pandemic: An opportunity for cultivating a fresh approach to spirituality? Australasian Catholic Record, 98(1), 42–  53.

Plater, M. (2017). Re-soulingthe spirituality: redefining the spiritual dimension in schools. International Journal of Children’s Spirituality, 22(1), 14–23. https://doi.org/10.1080/1364436X.2016.1268097

Tisdell, E. J. (1999). The spiritual dimension of adult development. New Directions for Adult and Continuing Education, 1999(84), 87–95. https://doi.org/10.1002/ace.8410

Tolliver, D. E., & Tisdell, E. J. (2006). Engaging spirituality in the transformative higher education classroom. New Directions for Adult and Continuing Education, 2006(109), 37-47. https://doi.org/10.1002/ace.206