Teaching Spirituality in Higher Education Graduate Programs

Abstract

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.