Spiritual Dimensions of Informal Learning

Abstract

This chapter describes three cases in which the informal learning strategies of mentoring, self‐directed learning, and dialogue have been used to facilitate spiritual development.

Winter outdoor trekking: spiritual aspects of environmental education

“…Such an experience has a distinct educational effect that supports the educational potential of environmental and sustainability education (Sund and Lysgaard 2013), and it is, in fact, also a possible way of introducing the theme of environmental sustainability as an educational issue in early childhood education, without the need to use discursive constructs (Duhn 2012). Our investigation also confirms the assumption that non-formal and informal education projects (which are thoroughly reflective, engaging in dialogue, mentoring, and self-directed learning) using the natural environment and outdoor stayswhich offer an immediate experience through our senses instead of screens and technological devices -stimulate spiritual well-being (English 2000;Nash 2009). …”

“…Apart from formal education, including learning that occurs through reflection on everyday experience (Watkins and Marsick 1992), informal education in particular has been recognized to have the potential to promote spiritual well-being (Nash 2009). This is all the more true if we wish to consider adults (English 2000), such as the participants in a winter outdoor trekking course, the subjects of our investigation. Here, however, it needs to be stressed that the spirituality we may encounter in the context of nonformal and informal education may not itself be formal.…”

Adult ethical development in Christian congregations: A phenomenological study of pastors’ perception

“…For the participants in this study, fidelity to a specific religious narrative is a key to growth. It is common in the adult education spirituality literature to describe this kind of fidelity as a limitation to the opportunities available through spiritual development (English and Gillen, ; English, Fenwick, & Parson, 2003; Fenwick, ; Fenwick & Lange, ; Gillen & English, ; Groen, 2002; J. Miller, 2000; L. Miller, 2000; Tisdell, 2000b; Tisdell, ; Tisdell, Tolliver, & Vella, 2001; Tolliver & Tisdell, ). The findings of this study cut the opposite way: as my participants have discussed, these standards, structures, and traditions do not mitigate innovation and opportunity: much to the contrary, they provide a point of reference from which genuine innovation and growth can flow.…”

“…There is nothing short of a blossoming of interest and publishing in this area, leading one adult education scholar to write, “Spirituality! Like dandelions in the spring, the term is cropping up everywhere.” (English and Gillen, ). Their creative description of the state of the field is no less accurate today.…”

“…Several distinguishing features do stand out, however. Looking at some representative researchers within adult education who address spirituality (Dirkx, ; Dirkx, , English and Gillen, ; English, Fenwick, & Parson, ; Fenwick, ; Fenwick & Lange, ; Gallagher, Rocco, & Landorf, ; Gillen & English, ; Heron, , Schaufelle & Baptiste, ; Tisdell, 2000b; Tisdell, ; Tisdell, Tolliver, & Vella, ; Tolliver & Tisdell, , Vella, ), the phenomenon “.. . is discussed in terms of learner characteristics and educational practices, but not learning theory” (Gallagher, Rocco, & Landorf, p. 458).…”