A phenomenological study of spirituality and learning processes at work: Exploring the holistic theory of knowledge and learning Article

Gallagher, SJ, Rocco, TS, Landorf, H. (2007). A phenomenological study of spirituality and learning processes at work: Exploring the holistic theory of knowledge and learning . HUMAN RESOURCE DEVELOPMENT QUARTERLY, 18(4), 457-480. 10.1002/hrdq.1215

cited authors

  • Gallagher, SJ; Rocco, TS; Landorf, H

authors

abstract

  • The holistic theory of knowledge and learning offers an integrative framework for understanding the interactions of cognitions, feelings, and behavior in learning. Explicit (cognitions), implicit (behavior), and emancipatory (feelings, values, spirituality) knowledge facets interact in learning processes. Little is known, however, about the nature of these interactions and the role of spirituality in learning. A phenomenological study of professionals' learning processes at work showed that knowledge facets interact in learning through expressing, informing, changing, and guiding one another. Complex interactions within knowledge facets were identified as well as the dangers of learning using only one knowledge facet. The essential role of community in learning processes was affirmed, and the guiding, informing role of spirituality in learning at work was revealed. © Wiley Periodicals, Inc.

publication date

  • December 1, 2007

published in

Digital Object Identifier (DOI)

start page

  • 457

end page

  • 480

volume

  • 18

issue

  • 4