Abstract
Using an autoethnographic approach and drawing on principles of reflective practice, this paper illustrates how a long‐standing professional involvement in community education evolved into a personal search for meaning that included engagement with the concept of spirituality. It re‐views typologies of community education developed in the UK in the 1980s and argues that, when they are viewed holistically, a spiritual dimension is implicit in them. The paper suggests that spirituality needs to be addressed as a dimension of educational practice and research in order to keep pace with growing popular interests and emergent thinking in the natural sciences. Two roads diverged in a wood, and I— I took the one less travelled by, And that has made all the difference. (Frost 1920)
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