Inspiring Learning
Abstract
The concept of “Inspiring Learning” raises the stakes for experiential educators, who are
tasked with motivating and educating the whole student—mind, body, character, and
spirit—for a lifetime of growth. This page is linked to two companion pages: Lifelong
Learning and Holistic Learning.
Theoretical Background
In 2016, Kevin J Worthen, then president of Brigham Young University, gave a speech
that linked the university’s mission statement to educational practice as defined by the
term “inspiring learning.” The university that sponsors this website is a religious
university, and his talk emphasizes education of the whole student, including the
spiritual.
He summarizes the university’s mission statement as including four main points:
educators should provide learning that is “(1) spiritually strengthening, (2) intellectually
enlarging, and (3) character building, leading to (4) lifelong learning and service”
(“Aims”). Worthen further boils these down into the phrase “inspiring learning.”
For Worthen the term goes beyond framing an experience well; it encourages educators
to motivate students toward excellence in every phase of the recursive experiential
process. Worthin says,Inspiring is an interesting word. It derives from the Latin
term inspirare, which means “to breathe into” and, more specifically, “to
breathe life into.” Inspiring is both a noun and an adjective. The noun can
be defined as the act of inspiring or motivating. In this sense, the term
“inspiring learning” describes actions that inspire or motivate students to
learn. As an adjective, inspiring is a modifier. In this context it describes a
kind of learning: learning that inspires—or, more precisely, in our setting,
learning that leads to inspiration or revelation. (“Inspiring”)
Worthen then emphasizes that experiential learning, which for him means
extracurricular work, is essential to the balanced development of the total person. He
claims, “Experience connects theory with application and deepens our understanding of
the principles and truths we learn.” This website also stresses that study in classes can
be experiential, focusing more on student learning through discussing, writing, and other
forms of “doing” rather than relying on faculty lectures.
He cites several studies that link experiential learning is directly linked to personal
transformation and success in a career (Light, Kuh, Gallup).
Worthen then affirms that inspiring learning is:
● Mentored: In a review of educational studies, psychologist W. Brad Johnson writes:
“Compared to nonmentored individuals, those with mentors tend to be more satisfied
with their careers, enjoy more promotions and higher income, report greater commitment
to the organization or profession, and are more likely to mentor others in turn” (4).
● Intentional: Worthin says that inspiring learning experiences can “have even more impact
by being more purposeful and intentional about what happens in those activities.”
● Focused on the teacher/learner relationship: He claims that “we can increase the number of inspiring learning moments for our students if we recognize that both experiential
learning and classroom learning are enhanced by the quality of the relationships we
develop with our students.” Research has shown, Worthin says, that “relationship
rich” experiences have high impact (Felton 48, Brownwell and Swaner).
This website elaborates on much of what President Worthen articulated. All the articles
on the page “Why Experiential Writing” support his claims, especially those on Holistic
Learning and Lifelong Learning. The article “Determine Objectives” on the “Plan Your
Course” page gives ideas of how to be intentional in planning experiences.
References
“The aims of a BYU education.” (1995, 1 March). Mission and Aims. Brigham Young
University.
https://aims.byu.edu/aims-of-a-byu-education
Brownell, J. and L. Swaner (2010). Five high-impact practices: Research on learning outcomes, completion,
and quality. Association of American Colleges and Universities.
Felten, P., J. Gardner, C. Schroeder, L. Lambert, and B. Barefoot, (2016). The undergraduate experience:
Focusing institutions on what matters most. Jossey-Bass,
Gallup and Purdue University (2014) “Executive summary” in Great jobs, great lives: The 2014 Gallup-
Purdue index report. luminafoundation.org/files/resources/galluppurdueindex-report-2014.pdf.
“BYU mission statement.” (1981, November 4). Mission and Aims. Brigham Young
University.
https://aims.byu.edu/byu-mission-statement
Johnson, W. B. (2007). On being a mentor: A guide for higher education faculty. Lawrence Erlbaum
Associates.
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they
matter. Association of American Colleges and Universities.
Light, R. (2001). Making the most of college: Students speak their minds. Harvard University Press.
Worthen, K. “Inspiring learning.” (2016, August 22). Speeches. Brigham Young University.