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Professors giving time for minds-on activities/grounding activities prior to lecture.

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Professors giving time for minds-on activities/grounding activities prior to lecture.

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Educators have their own opinions and biases. We need to realize that all students come with their own beliefs and practices. It is very harmful to impose your own ways of knowing as students are trying to discover their own identities. This may lead students having an identity crisis...Students should be given choice and be able to share their own spiritual experiences and come up with their own definitions of spirituality. We should discuss how it resonates with them specifically and give them time to experience it for themselves. 

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Educators have their own opinions and biases. We need to realize that all students come with their own beliefs and practices. It is very harmful to impose your own ways of knowing as students are trying to discover their own identities. This may lead students having an identity crisis...Students should be given choice and be able to share their own spiritual experiences and come up with their own definitions of spirituality. We should discuss how it resonates with them specifically and give them time to experience it for themselves. 

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Some professors do a check-in or gauge how students are feeling/managing.

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Some professors do a check-in or gauge how students are feeling/managing.

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Listen to other world views and cultures around the world, discover how other cultures practice spirituality. Make sure you cover all cultures and world views in the classroom so they can resonate with practices on their own. 

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Listen to other world views and cultures around the world, discover how other cultures practice spirituality. Make sure you cover all cultures and world views in the classroom so they can resonate with practices on their own. 

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Make sure to not put down students if their spirituality does not align with your own

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Make sure to not put down students if their spirituality does not align with your own

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Some professors embody spiritual ways of being in how teach and how they interact with learners. They make space for spirituality to exist in the class sometimes.

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Some professors embody spiritual ways of being in how teach and how they interact with learners. They make space for spirituality to exist in the class sometimes.

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As educators, provide students with material and vocabulary for them to see different viewpoints. At a young age, they are still developing their understanding of spirituality. 

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As educators, provide students with material and vocabulary for them to see different viewpoints. At a young age, they are still developing their understanding of spirituality. 

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Inclusive and culturally responsive practices.

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Inclusive and culturally responsive practices.

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When faculty embody a spiritual way of being, they normalize it. If you see it modelled, you feel more comfortable in exploring your own spirituality.

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When faculty embody a spiritual way of being, they normalize it. If you see it modelled, you feel more comfortable in exploring your own spirituality.

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1. Having facilitated conversations within a classroom
- Potential issue: large class sizes/being placed in groups with people who are in agreement with your viewpoints
2. Allowing for authentic conversation outside of classroom (unstructured)
3. Allowing for authentic conversation outside of classroom (structured)

Who qualifies as facilitator?
- students can also be facilitators
- having training to guide courageous discussion
- being conscious of facilitator biases
- "natural born leaders"

Brave spaces need to be constructed/formed within a classroom --> some people may not feel comfortable conversing which can lead to censoring/inauthentic conversation; external conversation can be better for this

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The university should be cautious about imposing spirituality on students, however it should be integrated into the curriculum in a non-religious fashion

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The university should be cautious about imposing spirituality on students, however it should be integrated into the curriculum in a non-religious fashion

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Is encounter (informally) enough? In a white supremacist culture of looking away, many will avoid opportunities for transformative or radical change/openness. In the vein of facilitation we have questions .... who is facilitating? For whom? What would this space look like? How would/could it be set up to deal with harm and histories of harm?

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Is encounter (informally) enough? In a white supremacist culture of looking away, many will avoid opportunities for transformative or radical change/openness. In the vein of facilitation we have questions .... who is facilitating? For whom? What would this space look like? How would/could it be set up to deal with harm and histories of harm?

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I think for students who are not identify as religious, maybe offering some general philosophy courses would be a good option. Because philosophy is the study of the world, life and self. Philosophy can provide a broad perception about the world.

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I think for students who are not identify as religious, maybe offering some general philosophy courses would be a good option. Because philosophy is the study of the world, life and self. Philosophy can provide a broad perception about the world.

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How do we define "facilitation"?

Who decides whether conversation has been effective/transformative?