In a secular curriculum, attempting to engage the affective, cognitive, and spiritual dimensions of a student can be difficult. Specifically with adult learners, these 3 aspects of holistic learning may never be considered as ways of optimal learning since over one's lifetime, methods of learning can become more concrete rather than easily malleable through one new, single experience. An outcomes-based approach to education, with an emphasis on cognitive learning, has meant that the affective and spiritual dimensions of students’ lives have often been understated. Classroom programs in religious education have been affected by this educational climate where the pendulum has swung in favor of the achievement of cognitive learning outcomes. The cognitive dimension of learning is an integral part of the learning dynamic. However the roles of thinking, feeling and reflecting/intuiting are complementary within this process (Buchanan & Hyde, 2008).
As stated in the image above, "mindful learning is education underpinned by awareness, openness, and a larger perspective."With learning, all facets must be connected for critical thinking and the definition of mindful thinking only solidifies the fact that body, mind, as well as spirit must work in one accord for critical thinking and the most fulfilling experience.
Reference
Buchanan, M. T., & Hyde, B. (2008). Learning beyond the surface: engaging the cognitive, affective and spiritual dimensions within the curriculum. International Journal Of Children's Spirituality, 13(4), 309-320. doi:10.1080/13644360802439458
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