Issue 26(2)
Spirituality
in Higher Education. (2005).
Sherry L. Hoppe and Bruce W. Speck (Eds). San Francisco : Jossey-Bass,
108 pp. Price $29.00. ISBN # 0-7879-8363-2.
Review by: Jessamy
Hoffmann
Office of Academic Services
University
of Mary Washington
The original
mission of higher education included the conveyance of moral and
community values, ensuring that these values survived from one
generation to the next. There existed "the belief that the university
acted in loco parentis in assuming the duties and responsibilities
of the parent in continuing to shape the intellectual and spiritual
formation of the student" (p. 26). Over time, there has been a
shift in this mission. Spirituality in higher education has changed
from "a way of knowing and as a means of interpretation." (p.
24) to a taboo subject, swept into a corner in favor of the big
business of science and technology. Is this appropriate? This
collection of essays addresses the subject of spirituality and
its place in higher education.
Gilley
cites a 2003 Higher Education Research Institute (HERI) study
that revealed that over 75% of students are searching for meaning
or are discussing spirituality. Buttery and Roberson posit that
behavior such as drug and alcohol use and reckless sexual practices
are the result of student attempts to fill an inner emptiness.
However, the result of the disappearance of spirituality from
the classroom is that educators are not personally prepared and
legally educated to handle such issues or questions. Lowery's
reviews of court cases regarding the issue reveal that it is legally
acceptable to discuss spirituality and religion in higher education,
but the courts have not made it clear whether educators may discuss
their personal views.
Sikula
and Sikula comment on one way to return spirituality to the curriculum.
They believe that service learning, as a means of serving others,
has a religious basis in the Golden Rule. The spiritual nature
of the activity provides an opportunity for students to find a
"calling". Through the experience and the potential epiphany of
the calling, students take part in introspection and meaning making.
Therefore, the addition of spirituality to the curriculum is also
one of reflection.
Capeheart-Meningall
looks beyond the classroom to the work place and argues that spirituality
is just as important there. A spiritual leader is one who promotes
the common good and creates bridges between people. Such leaders
have a calling in their focus on others, which inspires employees.
Such an atmosphere eliminates the "risk of work becoming just
the opportunity to make a living rather than opening the possibilities
for making a difference" (p. 86).
As
academic and student affairs partner to foster development throughout
the academy, it makes sense to include spiritual development.
Not only does this prepare one for a more meaningful work experience,
it is part of preparation for life in general. Spirituality can
be a viable way of knowing and translating information, a lens
through which one filters the world.
In
conclusion, I agree that academia should focus attention on this
form of development, and that we as educators need to examine
our own values and make efforts to help our students examine theirs.
Just as we are open to different learning styles, we should be
open to different lenses through which a student may view knowledge.
I found this to be a very interesting collection of essays on
a topic that often goes unaddressed. Advisors with time to do
some close reading and thinking will find that , this book helps
to jump start their own introspection as it provides ideas about
ways in which development may be encouraged in students.
