Embodied, Spiritual, And Narrative Learning Chapter 1 Summary

In reviewing the contents of Chapter 8: Embodied, Spiritual, and Narrative Learning, the main themes are epitomized in the following three categories: somatic knowledge, spirituality and narrative learning. With extremely thoughtful regard to each point, my qualified understanding allows focus related to the concept of “whole person.” Moreover, even though this concept is very new to me, research explains how influences are substantially related to personal experiences within what we view as our physical world (McNerney, 2011). Additionally, the authors illustrate how there is an overlap in the basic theme of somatic learning. References are made to the concrete extensions: kinesthetic, spiritual and narrative learning (Baumgartner, Caffarella & Merriam, 2007).

It is my understanding from the reading that spirituality does not carry the same denotation as religion and or relating to a specific God.

In all dominations there are people who may consider themselves spiritual because that is how we connect as human beings. For example, those of the Pentecostal faith, view the “holy ghost” as their spiritual higher power. A Buddhist may not look at Buddha as necessarily their God, but a higher power as well. A female person of the Islamic faith will have her head covered; that is religion. In this chapter authors have given examples supporting this concept, however, in theses readings, my understanding of spiritually does allude to religion as the foundation. Additionally, it would be safe for me to view spirituality with a connotative meaning. Spirituality transcends religious practices; therefore, religion expresses how one worships. Yes, according to our readings they are very separate; however, it is my belief they carry the same foundation. This is where the theme of spirituality was somewhat weak to

me.
There is a powerful connection between the body and spirit that leads towards how one expresses their thoughts and actions through narrative learning; hence, illustrating one of the authors’ most emphatic strengths. The use of storytelling really solidified my instruction process for my students training to be interpreters for the deaf. Using this method allows for specific language expression as well as retaining the comprehension of new material such as, sophisticated vocabulary, lag-time while interpreting and the proper use of figurative language. This method of learning aligns perfectly with the dimensions of kinesthetic learning.
All three types of learning in this chapter were very well organized; furthermore, allowing each type to relate to the other. For example, cognition and the mind equals the metaphysical embodied substance for how we express information from our brain; the way in which our foundation has been set (spirituality), leads us to a better understanding of who we are and how we managed to get to this particular place in our lives. Finally, being able to express what we know in and through narrative learning.