In one writing class, a learner claimed she always wanted to write songs. However, her mother always told her that she could not write and that she was only wasting time. From that moment on, she shied away from writing anything. She also professed that not only did her mother not encourage her desire to write, she never received any praise for anything she did. She added that she never received positive acknowledgement for anything or from anyone. She no longer felt the power, ability, right to participate or “take up space” in any writing activity. This occurrence created a long period of shame, silence, and feelings of worthlessness. She no longer felt worthy to make a contribution in this world with her writing.

How can creating a sacred space have an effect on learning? If an environment can give comfort and reassurance to a learner, then she can feel grounded in the physical space. Webster’s definition of space resonates with us at the ALP because we use this principle to guide our design of the outer space of the classroom. As explained earlier, there are many reasons why students must feel free from anxiety or stress in order to learn. I believe the physical environment can either create added anxiety or help relieve stress. If an environment is cramped and not cared for, learners will not have the freedom to discover, as Paulo Freire states, their “needs, interests, and individuality.”

In an article entitled, “Sacred Spaces and Safe Places,” Jim Mueller explains that the hayloft in his family’s barn was his secret escape. “I would go there to get away from my brothers and sisters and be in a quiet place…I discovered here a healing solitude, a place where I could offer my self to my self, a place in which I felt okay to be me.” Mueller also describes that his “brother’s sacred space was his ’64 Mustang [which] provided a place for him to be nurtured (1996).” Sacred spaces promote growth, healing, and safety.