Week 9 - Miguel Flores

Eric Ritskes proposes an argument that outlines the epistemologies of the spirit realm and how Western ideologies are overpowering it. In his piece, he elaborated a movement that emphasizes a deviation and resistance away from the structured educational learning of the Western side. He stated that by immersing students to various studies of spirituality – the one that does not promote Western thinking – it could benefit students in understanding indigenous histories, relativism, and individualism. Though, as Ritskes stated, would be a challenging feat, anything is possible if the educators are willing to integrate and teach students the relevance of spirituality in classrooms. Furthermore, it settles what few people are experiencing, and that is the mental struggle in trying to locate themselves within – finding common ground in their individuality to succumb to peace and contentment. Spirituality is non-conforming, and it is pliable to whatever the person is going through and in itself is one of the reasons why spirituality can be taught in classrooms in infinite possibilities. If students engage or learn more about the significance of spirituality, Ritskes believe that there could discourses that would be settled, doors that would be opened, and bridges that would be connected. Spirituality builds connection and Ritskes contest that it would take a lot of exploring, discovery, and trial and error to truly achieve a community that is well spirituality connected.

Complimenting Eric Ritskes' piece, Laura Jones talks about the benefits of teaching Spirituality in classrooms and how it can foster creativity, raise awareness, create connections on a grander scale, and develop compassion for one another. Read more here.

Recalling a discussion that happened in class last week, the reason why there is little to no classes about spirituality is the mere fact that institutions funds courses that are conventional and “beneficial” for students. Courses like ASA189B are seen by academia as an elective or an experimental class that is categorized by students as an unconventional course that barely benefits students in the long run, but what does the term “benefit” mean for students, academia, and educators? Benefit is beyond gaining programming, communication, mathematical, engineering skills, etc. Benefit is a word that is applicable in terms of personal growth, gaining confidence, locating your inner self, and finding peace within a spiritual belief. For academia’s defense, they do talk about spirituality but at a level where it is so rigidly cut-out from Euro-centric textbooks and just briefly talked about in world history courses. Our education system is a product of colonialism, and as Ritskes advocated in his written piece, we need to resist by exploring forms of spirituality and find the lost connection we used to have.