Spirituality, Diversity, and Learner-Centered Teaching: A Generative Paradox

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations


Tisdell advocates a way of teaching that is learner-centered, responsive to cultural identity, and socially transformative. In this kind of teaching, spirituality is always part of the mix, and the spirituality of many students is rooted in religion. The role of the teacher is to allow the diversity within the classroom, including the cultural and spiritual diversity of students, to enhance the learning process. Such learning almost always involves paradox, however, as secular and spiritual approaches interact.

Original languageEnglish (US)
Title of host publicationThe American University in a Postsecular Age
Subtitle of host publicationReligion and the Academy
PublisherOxford University Press
ISBN (Electronic)9780199869145
ISBN (Print)9780195323443
StatePublished - May 1 2008

All Science Journal Classification (ASJC) codes

  • Arts and Humanities(all)


Dive into the research topics of 'Spirituality, Diversity, and Learner-Centered Teaching: A Generative Paradox'. Together they form a unique fingerprint.

Cite this