This chapter argues that today's dominant forms of education are insufficient for today's world because they ignore the vast and conventionally untapped resource that lies in the disciplined inwardness that is contemplative life. It then surveys a range of transformative examples that are emerging in the educational movement known as…

Spirituality offers a range of connections--to oneself, others, organizations, a higher being--that may shift over the course of an individual's lifetime. The spiritual values of compassion, humility, and simplicity are a basis on which spiritual practices and identities form and grow. In turn, practices and identities shape the meanings and…

This autoethnographic account describes interconnections among the author's personal prayer life, teaching, and research. The contextual frame for the story includes episodes and observations from a twelve-year span, encompassing postacademic tenure and promotion to the present. The author's prayer is that others might resonate with parts of this…

One September morning, the author woke as a teacher--an international teaching assistant (ITA), to be exact--at a California State University (Cal State). As a twenty-five-year-old teaching assistant, he had the opportunity to teach hybrid public speaking classes that were designed for the American Culture and Language Program (ACLP), which turned…

Spiritualism can exist in a secular educational institution. In this autoethnography, the author shares the spiritual challenge she had with students in her initial years of teaching as an assistant professor. She discusses her spiritual pedagogical approach, which she integrates into her teaching strategies to touch the minds, hearts, and spirits…

Spirituality and service learning can be related meaningfully in institutions of higher education when there is a focus on serving others.

Educating the whole student requires addressing spiritual development and is best accomplished through an integration of academic and student affairs.

Engaging spirituality in the workplace is a logical extension of an evolving preworkplace model of individual spirituality. (Contains 1 figure.)

Curriculum concepts successfully used to teach third-year medical students about spirituality in health care can be readily adapted for use in any professional or preprofessional health curriculum. (Contains 1 figure.)

Spirituality is difficult to define, but two paradigmatic approaches to worldviews can help provide the basis for two groups of definitions.

The spiritual identity of the academy is historically based, and changes in that identity pose special problems for the search for truth in contemporary times.