The knowledge and knowing of spiritual learning
| Pages | 150-168 |
| DOI | https://doi.org/10.1108/03055720710759937 |
| Published date | 26 June 2007 |
| Date | 26 June 2007 |
| Author | Alex Bennet,David Bennet |
| Subject Matter | Information & knowledge management |
The knowledge and knowing of
spiritual learning
Alex Bennet and David Bennet
Mountain Quest Institute, Marlinton, West Virginia, USA
Abstract
Purpose – This article seeks to introduce the concept of spiritual learning by exploring the value of
human characteristics spiritual in nature with respect to their relationship to learning.
Design/methodology/approach – In developing this theme, the authors engage a systematic
approach: defining terms; identifying representative human characteristics that are spiritual in nature;
surfacing assumptions; and identifying emerging themes among the representative spiritual
characteristics with respect to learning.
Findings – There appears to be a positive correlation between the representative spiritual
characteristics and human learning. For better or worse, the material universe and non-material
universe are married in the conscious and unconscious learning of the human mind.
Originality/value – This work provides a new frame of reference for understanding the relationship
between spirituality and learning.
Keywords Learning, Knowledgemanagement
Paper type Conceptual paper
Introduction
The question that we ask is: do human characteristics that are spiritual in nature
contribute to the learning process? To explore the answer to this question, we will take
the following approach:
(1) carefully define our terms and the intent of those terms in the context of this
article;
(2) utilize a variety of disciplines as resources to investi gate the nature of
spirituality in terms of human characteristics;
(3) surface the assumptions underlying our engagement with this question;
(4) provide a baseline discussion of ways of learning; and
(5) map the themes emergin g from identified spiritual characteristics to the
learning process.
Further, it is forwarded that since this article (and these co-authors) could not fully
accomplish points (1)-(5) above in the space available covering the entire scope of
diverse points of view regarding spirituality and learning (assuming it could be
accomplished), representative thought will be used. For example, consider point (2)
above. Even within a single discipline, the concept of spirituality could not be agreed
upon, yet there is what we might call a direction to that thought. The authors will use
characteristics representative of this direction, characteristics that lie somewhere at the
mid-point of the spectrum of thought within each field.
While relationships to specific disciplines are not necessarily called out, this
cross-discipline paper emerges out of research in learning, spirituality, psychology and
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0305-5728.htm
VINE
37,2
150
VINE: The journal of information and
knowledge management systems
Vol. 37 No. 2, 2007
pp. 150-168
qEmerald Group Publishing Limited
0305-5728
DOI 10.1108/03055720710759937
knowledge management. Also note that the intent of this article is to focus on
spirituality as it contributes to learning, not the learning of spirituality, although there
may inevitably be some overlap.
Definitions
Spiritual is taken to mean pertaining to the soul, or “standing in relationship to another
based on matters of the soul” (Oxford English Dictionary, 2002, p. 2963). Soul represents
the animating principle of human life in terms of thought and action, specifically
focused on its moral aspects, the emotional part of human nature, and higher
development of the mental faculties. From the philosophical aspect, it is the vital,
sensitive or rational principle in human beings (Oxford English Dictionary, 2002, p.,
2928). Csikszentmihalyi (2003) says that “an enduring vision in both work and life
derives its power from soul – the energy a person or organization devotes to purposes
beyond itself” (Csikszentmihalyi, 2003, p. 19) As a point of reference, in a 1990-1993
World Values Survey, 93 percent of US responders, 85 percent of Canadian responders,
81 percent of Swiss responders and 75 percent of West German responders expressed
belief in a soul. Only six nations of the 38 nations surveyed had less than 50 percent of
responders express a belief in the soul (Inglehart et al., 1998, p. 168).
It is also noted that an alternative definition of spiritual is of or pertaining to the
intellect (intellectual, the capacity for knowledge and understanding, the ability to
think abstractly or profoundly) (American Heritage Dictionary, 2000, p. 910) and of the
mind (in terms of highly refined, sensitive and not concerned with material things)
(Oxford English Dictionary, 2002, p. 2963). The term “spiritualism” is taken as a
spiritual nature or quality, so that to spiritualize is to give a spiritual character to, or to
elevate (Oxford English Dictionary, 2002, p. 2963). In this paper, then, spirituality is the
elevation of the mind as related to intellect and matters of the soul reflected in thought
and action.
Knowledge is considered the capacity (potential or actual) to take effective action in
varied and uncertain situations (Bennet and Bennet, 2004). Briefly, knowledge
encompasses understanding, meaning, and being able to anticipate the future
consequences of an action with some level of confidence. In considering the concept of
spiritual knowledge, it would be useful to more fully understand the source or spirit of
life. Unfortunately, while progress is being made toward this understanding, to the
authors’ knowledge we are not there yet (Capra et al., 2007; Bortoft, 1996).
Knowing is a cognizance, a conscious state of being aware or informed (having
knowledge) (Oxford English Dictionary, 2002, p. 1510), beyond that which is perceived
through the five senses, although it does not exclude incoming signals from the five
senses. Knowing is created at the unconscious level, and then perceived as it emerges
through our intuition, feeling or awareness. In other words, through associative
patterning the mind creates feelings and a linear set of words or images based on what
has been known such that there is conscious recognition and understanding (Bennet
and Bennet, 2006). Understanding, in Bortoft’s view, is: “Seeing something in the
context in which it belongs [...] the experience of seeing it more fully, or itself. Instead
of seeing it as instance of something else, it becomes more fully itself through being
seen in its context” (Bortoft, 1996, p. 291). Knowing could be thought of as deep
knowledge, knowledge created within our minds (or hearts or guts) over time through
Spiritual
learning
151
To continue reading
Request your trial