The idea of spirit as a 'contributor' to human creative projects has often been acknowledged as part of many artistic endeavours (Astin, 2002).


How might the privileging of the intellect, together with criteria for research and the offering of academic positions and tenure, affect explicit and acknowledged engagement with spirit in research? In teaching? We need to start being more explicit in our discussions of such things (e.g. Dillard, 2006b).


We also need to be more open about attending to and investigating the role of energy (see Goswami, 1993; Laszlo, 2008) and what I refer to as animate Earth (see Abram, 1996; Harvey, 2006b; Hogan, 2000, and many others) in knowledge-making practices.