ABSTRACT
Global learning requires students to develop conscious and experiential awareness of how individual, local and global engagements affect their lives in everyday activities. The maturation of students’ intellect, psychological, social and environmental responses to personal, local and global dynamics requires higher education to adopt a pedagogy that addresses a fast-changing world. Currently, academia is steeped in an objective knowledge-based approach that centers on the cognitive development of students through information processing, workforce orientations and a consumer-oriented mentality. A gap exists concerning students’ affective or subjective development. Spiritual pedagogy is a learning modality that connects meaning making with student life and academic experiences in an ecoliterate context. Journaling provides a means to build a sustainability mindset in step with student’s being able to explore their thoughts and course learnings with critical inquiry, creativity, and meaning making. This chapter addresses the use of a Tree Journal along with supplemental learner artifacts as a means to foster meaning making in college student learning.
