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

Abstract

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.