Transcript Spiritual, Religious, and Secular Pathways to Purpose in a Global

Spiritual, Religious, and Secular Pathways
to Purpose in a Global Society
Dr. Kathy Goodman
Dr. Jenny L. Small
Association of American Colleges and University
Global Learning in College
Fort Lauderdale, FL
October 8-10, 2015
Purpose of this session
To build on yesterday’s conversations about college students’
spiritual, religious, and secular pathways to purpose
 To understand spiritual, religious, and secular pathways as
culture
 To discuss how a model of intercultural development can be
useful for developing interfaith understanding in our global
world
 To recognize that students may not be equipped to engage in
interfaith dialogue if they have not had sufficient time to
explore their own worldview

Spiritual, religious, and secular worldviews are
culture

What is culture?
◦ The sum total of ways of living built up by a group of human
beings and transmitted from one generation to another
(dictionary.com)
◦ Shared values, attitudes, beliefs, behaviors, and languages within
a group (Tisdell, 2003)
◦ The spirituality of most people connects to what they value
and how they behave in the world (Tisdell, 2003)
Intercultural Development
The educational
sector is
increasingly
recognizing the
need for building
intercultural
competence in
order to better
prepare individuals
to function more
effectively in our
global community
(Hammer, 2011;
2012)
The Denial Mindset
Definition - Not aware of the depth of differing
religious, spiritual, and secular perspectives. Avoids or
ignores those with different beliefs.
 Developmental Task - Become aware of differing
religious, spiritual, and secular perspectives. Willingness to
learn about those perspectives.
 Possible Activities - Structured exposure to those of
different beliefs. This can be knowledge awareness, as
opposed to interpersonal interactions.

The Polarization Mindset
Definition - Acknowledgement of differing religious,
spiritual, and secular perspectives but has little to no
interaction with those whose beliefs differ from own. Often
expressed as an “us vs. them” attitude or animosity.
 Developmental Task - Become aware that one shares
commonalities with those of differing religious, spiritual, and
secular perspectives. Willingness to see commonalities as
good.
 Possible Activities - Structured interactions between
groups that focus on commonalities.

The Minimization Mindset
Definition - Acknowledgement of differing religious,
spiritual, and secular perspectives. Interactions with those
whose beliefs differ from own focus on similarities and
“universal truths” (e.g. love, compassion, community service).
 Developmental Task - Become aware that there are both
commonalities and differences between those of differing
religious, spiritual, and secular perspectives. Willingness to
see that it is ok for differences to exist.
 Possible Activities - Structured interactions between
groups that recognize that differences exist.

The Acceptance Mindset
Definition - Acknowledgement of differing religious,
spiritual, and secular perspectives. Interactions focus on
understanding similarities and differences.
 Developmental Task - Willingness to change cultural
behavior depending on context and recognize that
adapting behavior doesn’t mean abandoning one’s own
beliefs and culture.
 Possible Activities - Ongoing structured interactions
between groups and sharing information about ways to
adapt behaviors in various cultural situations.

Creating an environment for intercultural
development

Individuals need opportunities to explore and reflect on
their own existential worldview either alone or in groups
of individuals with similar perspectives.

Invite students to bring their whole selves into the
learning environment (Tisdell, 2003).
◦ Acknowledge that individuals create meaning through their
cultural, symbolic, and spiritual experience, as well as the
cognitive.
Questions and conversation

General reactions and questions.

Is your campus environment inviting for individuals of
differing religious, spiritual, and secular worldviews?

Do interfaith conversations happen and in what context?

In what ways does this intercultural development model
hold promise for interfaith understanding for your
campus?