This monograph aims to uncover value-belief-systems underlying dominant
narratives in modern IHEs, impacting the lives of many multidimensional
adult learners. To do so, Eurocentrism and neoliberalism are used to
analyze the socio-cultural-political movements of the U.S. and its
influence on higher education trends. Then, models of adult
consciousness and transformative approaches to adult learning are
introduced to problematize dominant narratives and make the case for
more complex epistemologies. With critical contemplation, acts of
compassion for interdependence, self-compassion for intentionality,
authentic relationships for political consciousness, listening for
non-duality, and mindfulness for impermanence (CALM) are introduced as
ways to emphasize self-transformation and self-actualization. CALM
practice is just one way to join others in the social justice work of
wholeness and humanity to better support multidimensional adult
learners.
Along with this understanding comes the potential to disrupt dominant
narratives with a moral stance, honoring innate human value and the
diverse human condition. The future of institutions of higher education
must be guided by a moral position in the name of healing and wellness.
Together, we can transform higher education so that institutions are a
place where adult learners create the conditions of freedom to actualize
the right to self-worth, the liberty to connect with others, and the
pursuit of personal fulfillment, honoring this nations guiding
principles of life, liberty, and happiness.
