Teaching Spirituality in Higher Education Graduate Programs
A Duoethnography
DOI:
https://doi.org/10.36021/jethe.v6i2.356Keywords:
spirituality; pedagogy; teaching; learningAbstract
How has a profession centered on care become one struggling to sustain a core foundational principle – spiritual development of learners? This question provides critical reflection on teaching within higher education graduate programs. The authors use duoethnography to dialogue on what it means to develop a “pedagogy of spirituality” within their respective higher education graduate programs. Metaphysical and monastic philosophies provide the guiding and differing forces shaping our dialogue and pedagogical thoughts.
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Copyright (c) 2023 Ricardo Montelongo, Cherjanet
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