This chapter proposes a spiritually relevant and social justice pedagogy that assists learners in making the transition to the workplace. Key elements of this spirituality include religion, cultural diversity, identity, health, and social class. Pedagogical strategies for infusing this spirituality in the curriculum are given.

The workplace is a place where we show up as human beings, subject to human experience. People are no longer willing to leave their spirit-ness at the door. In reality, spirit-ness shows up "without permission" as a revolutionary, powerful, and transformative way of being in a world that too often supports status quo activities that are…

This chapter introduces the enlightened revelation framework, a spiritual response to social injustice. The enlightened revelation framework uses a philosophical discourse as a means to promote spiritually engaging and morally responsible workplaces.

In this chapter the authors examine the role of spirituality in the lives of Black gay men.

The changing meaning of work calls for care and concern for the spiritual dimension of the workplace. Toward this end, a more liberal form of workforce education and human resource development in response to workplace preparation for managers is needed.

Educating adults to tap into the wisdom of their inner life can happen in many contexts: (1) higher education classrooms; (2) workshop and retreat settings; and (3) psychotherapy settings. Adults can also facilitate the development of their inner life through various self-directed learning efforts, by learning from life experience, and through…

This chapter discusses the challenges of fostering spirituality in the higher education classroom and its relationship to the practice of transformative learning.

Through the arts, people holistically learn, interact with greater multicultural diversity than elsewhere, and form connections with others. Participating in the arts gives adults experiences, contexts, and tools to help them reexperience, revision, and reconceptualize multicultural diversity in their lives and communities. To illustrate aspects…

How do we teach and learn, knowing that adults are complex, connected individuals who want to change but also want to maintain continuity of the Self? (Contains 1 figure.)