Challenge
Although spirituality is increasingly gaining currency as an integral component of adult education and adult development theory (Fenwick & English, 2004; Zinn, 1997), scholars are yet to develop a conclusive framework that could engage spirituality in transforming adult learners to become agents of social change in their communities (Bean, 2000; Tisdell, 2000). Indeed, many adult educators have found that teaching adult learners for social change is increasingly difficult as it requires a willingness to deal with conflict, opposition, and strong emotions as the adult populations engage in critical dialogue with the view to initiating social action to transform communities (Tisdell, 2000). Because of this challenge, there arises a need to come up with innovative ways through which adult educators can engage spiritual dimensions while working with communities to initiate social change and development.
Solution
Extant literature demonstrates that spirituality has a critical role to play in an individual’s creation of the ultimate meaning of life, as well as in developing a sense of wholeness and the more authentic self (Tisdell, 2008). Additionally, it is conceivable that spirituality can be used in adult learning not only to influence one’s beliefs and behaviors (Fenwick & English, 2004) but also to develop self-image and actuate a deep structure of internalized relationships with emotionally significant others (Olson, 2011). More importantly, in social change contexts, spirituality can be used to influence the attitudes of learners by creating and demonstrating an awareness that they are bound by something greater than their pursuits, hence the need to work together as human beings are connected to all of creation (Milacci, 2006). These variables can be used to develop an innovative framework through which adult educators can engage spiritual dimensions as they work with community members to spur social action and achieve social change.
As already mentioned, adult educators teaching adult learners for social change find it increasingly difficult due to conflict, resistance, and strong emotions as community members attempt to come together to initiate social action (Tisdell, 2000). Extant literature demonstrates that much of the conflict and/or resistance in such planned changes come from socio-cultural, political, religious, and economic barriers experienced at the community level (Zinn, 1997), hence adult educators and other social activists must attempt to embrace a holistic approach in solving these issues by not only targeting their instructions at the creation of meaning out of life experiences and employing proactive strategies to change the beliefs and behaviors of community members, but also underscoring the principle that all human beings of the world should have equal “opportunity to develop socially, morally, and politically, and to benefit economically form the earth’s bounty” (Bean, 2000 p. 67). This way, the community members, presumed in this paper as adult learners, will find enough reason to put their differences aside and work collaboratively and cooperatively with the educators to initiate social change.
It is important to underscore some specific themes that should be integrated into the innovative approach to minimize conflict and resistance of community members in initiating social change and development. One of the foremost dimensions that adult educators could use in this context is to recognize that a Christian understanding of spirituality is one among several in the spirituality paradigm, and that “other notions of the construct grounded in a variety of religious and faith traditions exist that are equally as important and worthy of exploration” (Milacci, 2006 p. 212).
In a community setting, adult educators should therefore develop strategies aimed at encouraging the learners to move away from holding their spiritual values and symbols of their culture of origin as supreme to others, and instead embrace a diversity of these values and symbols. In their instruction, adult educators should also emphasize the value of life force, interconnectedness, and wholeness in the pursuit of collective goals and aspirations at the community level. Additionally, adult learners should always be reminded to reflect upon a perceived higher power that facilitates healing and provides individuals with the ultimate meaning of life. Lastly, the adult learners should also be encouraged to develop self-image and authentic identity by way of inner reflection and outward social action, and also focus on the development of internalized relationships with other community members as they attempt to initiate the needed social change (Bean, 2000; Tisdell, 2000; Tisdell, 2008).
Ultimately, this exploration has demonstrated how spirituality dimensions/themes can be innovatively employed by adult educators in community settings to initiate social change and development. Many community projects fail to become successful due to constant misunderstandings among community members, and adult educators in such community platforms may fail to make the desired impact due to conflict, resistance, and strong emotions as members differ over a wide range of issues. However, adult educators who utilize the specific themes as indicated in the discussed innovative approach will certainly rise above these challenges and act as champions of social change and development. It is important to note that these themes need to be incorporated together and implemented as one innovative approach to achieve success. As already mentioned, the collaboration between adult educators and learners (community members) is of utmost importance for the attainment of social change and development.
References
Bean, W.E. (2000). Community development and adult education: Locating practice in its roots. New Directions for Adult and Continuing Education, 85, 67-76.
Fenwick, T.J., & English, L.M. (2004). Dimensions of spirituality: A framework for adult educators. Journal of Adult Theological Education, 1(1), 49-64.
Milacci, F. (2006). Moving towards faith: An inquiry into spirituality in adult education. Christian Higher Education, 5(3), 211-233.
Olson, C.G. (2011). Relational spirituality among adult students in non-traditional programs. Christian Higher Education, 10(3/4), 276-295.
Tisdell, E.J. (2000). Spirituality and emancipator adult education in women adult educators for social change. Adult Education Quarterly, 50(4), 308-336.
Tisdell, E.J. (2008). Spirituality and adult learning. New Directions for Adult and Continuing Education, 119, 27-36.
Zinn, L.M. (1997). Spirituality in adult education. Adult Learning, 8(5/6), 26-30.