Contemplative Practices in Higher Education

Powerful Methods to Transform Teaching and Learning

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Author: Daniel P. Barbezat,Mirabai Bush

Publisher: John Wiley & Sons

ISBN: 1118646924

Category: Education

Page: 256

View: 4520

Contemplative pedagogy is a way for instructors to: empower students to integrate their own experience into the theoretical material they are being taught in order to deepen their understanding; help students to develop sophisticated problem-solving skills; support students’ sense of connection to and compassion for others; and engender inquiries into students’ most profound questions. Contemplative practices are used in just about every discipline—from physics to economics to history—and are found in every type of institution. Each year more and more faculty, education reformers, and leaders of teaching and learning centers seek out best practices in contemplative teaching, and now can find them here, brought to you by two of the foremost leaders and innovators on the subject. This book presents background information and ideas for the practical application of contemplative practices across the academic curriculum from the physical sciences to the humanities and arts. Examples of contemplative techniques included in the book are mindfulness, meditation, yoga, deep listening, contemplative reading and writing, and pilgrimage, including site visits and field trips.

Contemplative Approaches to Sustainability in Higher Education

Theory and Practice

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Author: Marie Eaton,Holly J. Hughes,Jean MacGregor

Publisher: Taylor & Francis

ISBN: 1317279433

Category: Education

Page: 200

View: 4606

How do we foster in college students the cognitive complexity, ethical development, and personal resolve that are required for living in this "sustainability century"? Tackling these complex and highly interdependent problems requires nuanced interdisciplinary understandings, collective endeavors, systemic solutions, and profound cultural shifts. Contributors in this book present both a rationale as well as a theoretical framework for incorporating reflective and contemplative pedagogies to help students pause, deepen their awareness, think more carefully, and work with complexity in sustainability-focused courses. Also offering a variety of relevant, timely resources for faculty to use in their classrooms, Contemplative Approaches to Sustainability in Higher Education serves as a key asset to the efforts of educators to enhance students’ capacities for long-term engagement and resilience in a future where sustainability is vital.

Contemplative Studies in Higher Education

New Directions for Teaching and Learning, Number 134

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Author: Linda A. Sanders

Publisher: John Wiley & Sons

ISBN: 1118709179

Category: Education

Page: 112

View: 9565

The complexities of 21st-century life—personal, social, cultural, and environmental—demand thoughtful responses, responses fostered and enhanced through contemplative experience. Contemplative education includes studies of the history, psychology, and socialcultural context of such experience, as well as the development of experiential knowledge through one or more personal practices. Contemplative education has recently emerged in the academy. Although there has been significant published discussion of postsecondary courses and programs that incorporate contemplative views and practices, there have been few studies of relevant curricula and pedagogy. This volume integrates research, theory, and practice through a fusion of perspectives and approaches, giving readers the opportunity to review contemplative educational concepts and applications in academic, social, and institutional domains. This is the 134th volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

The Contemplative Mind in the Scholarship of Teaching and Learning

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Author: Patricia Owen-Smith

Publisher: Indiana University Press

ISBN: 0253031788

Category: Education

Page: 208

View: 2046

In The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their impact in education. Ultimately, Owen-Smith asserts that such practices have the potential to deepen a student’s development and understanding of the self as a learner, knower, and citizen of the world.

Integrating Mindfulness into Anti-Oppression Pedagogy

Social Justice in Higher Education

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Author: Beth Berila

Publisher: Routledge

ISBN: 1317520785

Category: Education

Page: 182

View: 4333

Drawing from mindfulness education and social justice teaching, this book explores an anti-oppressive pedagogy for university and college classrooms. Authentic classroom discussions about oppression and diversity can be difficult; a mindful approach allows students to explore their experiences with compassion and to engage in critical inquiry to confront their deeply held beliefs and value systems. This engaging book is full of practical tips for deepening learning, addressing challenging situations, and providing mindfulness practices in anti-oppression classrooms. Integrating Mindfulness into Anti-Oppression Pedagogy is for all higher education professionals interested in pedagogy that empowers and engages students in the complex unlearning of oppression.

Contemplative Practices in Action

Spirituality, Meditation, and Health

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Author: Thomas G. Plante

Publisher: ABC-CLIO

ISBN: 0313382565

Category: Body, Mind & Spirit

Page: 261

View: 8446

This groundbreaking primer illuminates contemplative methods that can improve mental and physical health. * Foreword by renowned author and scholar Huston Smith, subject of the five-part PBS special, The Wisdom of Faith with Huston Smith * Contributions from 13 expert authors * Case studies showing how contemplative practices are being used to cope with modern stress and disorders among groups as diverse as caregivers, pregnant women, people living with HIV, and veterans dealing with PTSD

Meditation and the Classroom

Contemplative Pedagogy for Religious Studies

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Author: Judith Simmer-Brown,Fran Grace

Publisher: SUNY Press

ISBN: 1438437897

Category: Education

Page: 305

View: 1502

A ground-breaking book on using meditation in education and how it can enhance teaching and learning.

Cultivating a Culture of Learning

Contemplative Practices, Pedagogy, and Research in Education

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Author: Kathryn Byrnes,Jane E. Dalton,Elizabeth Hope Dorman

Publisher: Rowman & Littlefield

ISBN: 1475836309

Category: Education

Page: 132

View: 4225

Cultivating a Culture of Learning illustrates practice from a variety of teacher education programs. Authors share their first-hand experience of cultivating a culture of learning as teacher educators. The insights and challenges are shared to stimulate conversation and engender future pedagogy and research in contemplative education.

Contemplative Learning and Inquiry across Disciplines

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Author: Olen Gunnlaugson,Edward W. Sarath ,Charles Scott ,Heesoon Bai

Publisher: SUNY Press

ISBN: 143845239X

Category: Education

Page: 424

View: 1295

A wide-ranging consideration of the emerging field of contemplative education. Contemplative approaches to higher education have been gaining in popularity and application across a wide range of disciplines. Spurring conferences, a growing body of literature, and several academic programs or centers, these approaches promise to contribute significantly to higher education in the years to come. This volume provides an overview of the current landscape of contemplative instruction, pedagogy, philosophy, and curriculum from the perspectives of leading researchers and scholar-practitioners. Contributors come from a variety of disciplines, including education, management and leadership studies, humanities, social sciences, the arts, and information science. Drawing on diverse contexts, the essays reveal the applicability of contemplative studies as a watershed field, capable of informing, enriching, and sustaining the many disciplines and instructional contexts that comprise higher education. Chapters discuss the theoretical aspects of the field; the details, experiences, and challenges of contemplative approaches; and the hopes and concerns for the future of this field.

Meditation as Contemplative Inquiry

When Knowing Becomes Love

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Author: Arthur Zajonc

Publisher: Lindisfarne Press

ISBN: 9781584200628

Category: Body, Mind & Spirit

Page: 211

View: 3288

In Meditation as Contemplative Inquiry, Arthur Zajonc offers an overview of the meditative life, weaving practical instruction together with the guidance and inspiration of the world’s great teachers, from Rudolf Steiner to Rumi, and from Goethe to the sages of Asia.Zajonc reminds us that an ethic of humility grounds all practice, and that care of the soul is the basis for sound spiritual reflection and understanding. The author carefully describes each stage of the path and includes many recommended practices.Meditation as Contemplative Inquiry is the fruit of many years of personal practice and teaching. Arthur Zajonc has worked with hundreds of university students and professors, as well as with contemplative groups in the US, Europe, and Australia.

Sentipensante (Sensing/Thinking) Pedagogy

Educating for Wholeness, Social Justice and Liberation

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Author: Laura I. Rendón

Publisher: Stylus Publishing, LLC

ISBN: 1579228534

Category: Education

Page: 198

View: 3256

* An inspirational and holistic approach to teaching by a renowned Latina scholar * Defines seven steps to unlocking the potential of teachers and their students * Deeply informed by the author's educational journey as a minority woman from a background of rural poverty Laura Rendón is a scholar of national stature, known for her research on students of color and first-generation college students, and on the factors that promote and impede student success. The motivation for the quest that Laura Rendón shares in this book was the realization that she, along with many educators, had lost sight of the deeper, relationship-centered essence of education, and lost touch with the fine balance between educating for academics and educating for life. Her purpose is to reconnect readers with the original impulse that led them to become educators; and to help them rediscover, with her, their passion for teaching and learning in the service of others and for the well being of our society. She offers a transformative vision of education that emphasizes the harmonic, complementary relationship between the sentir of intuition and the inner life and the pensar of intellectualism and the pursuit of scholarship; between teaching and learning; formal knowledge and wisdom; and between Western and non-Western ways of knowing. In the process she develops a pedagogy that encompasses wholeness, multiculturalism, and contemplative practice, that helps students transcend limiting views about themselves; fosters high expectations, and helps students to become social change agents. She invites the reader to share her journey in developing sentipensante pedagogy, and to challenge seven entrenched agreements about education that act against wholeness and the appreciation of truth in all forms. She offers examples of her own teaching and of the classroom practices of faculty she encountered along the way; as well as guidance on the challenges, rewards and responsibilities that anyone embarking on creating a new vision of teaching and learning should attend to. Though based on the author’s life work in higher education, her insights and approach apply equally to all teaching and learning contexts.

Contemplative Teaching and Learning

New Directions for Community Colleges, Number 151

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Author: Keith Kroll

Publisher: Jossey-Bass

ISBN: 9780470938553

Category: Education

Page: 112

View: 551

Higher education has historically done well in fostering teaching and learning with respect to critical reasoning and quantitative analysis-what might be described as higher-order thinking skills. But in our culture today, which can best be described as one of distraction, we also need an education-a kind of thinking, of being, of knowing-that fosters teaching and learning that develops methods and practice. This kind of learning teaches students to be reflective, to be mindful, and to pay attention. The contemplative theories and practices described in this volume, some of them ancient-for example, mindfulness meditation is thousands of years old-offer a new direction for community college teaching and learning. This is the 151st volume of the Jossey-Bass higher education quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.

Impacting Teaching and Learning

Contemplative Practices, Pedagogy, and Research in Education

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Author: Elizabeth Hope Dorman,Kathryn Byrnes,Jane E. Dalton

Publisher: Rowman & Littlefield

ISBN: 1475836368

Category: Education

Page: 144

View: 9927

The second book in this series, Impacting Teaching and Learning: Contemplative Practices, Pedagogy, and Research in Education, demonstrates research-based practices from a variety of teacher education programs, bringing together a rich collection of voices from diverse settings.

The Pursuit of Wisdom and Happiness in Education

Historical Sources and Contemplative Practices

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Author: Sean Steel

Publisher: SUNY Press

ISBN: 1438452136

Category: Education

Page: 362

View: 9774

Explores the nature and role of wisdom in education. Modern scholarship has struggled to come to terms with the meaning of wisdom and its significance in the field of education. This book examines the importance of pursuing wisdom in schools by turning to ancient and medieval sources for clarification concerning the nature of wisdom. Sean Steel argues that our current emphasis on the development of rigorous critical-analytic thinking skills, on assessment, and on accountability in education has negatively impacted the ability of schools to foster an environment in which both students and teachers might pursue wisdom. Although in recent times efforts have been made to incorporate the pursuit of wisdom into schools through Philosophy for Children (P4C) and contemplative education programming, such initiatives have missed their mark. Steel therefore recommends not more accountability in education for the purpose of ensuring global competitiveness, but rather the institutional promotion of periods of leisure or schole in the school day. Drawing upon his own experiences as a teacher who has tried to encourage students to search for wisdom, the author discusses some of the challenges and pitfalls of wisdom seeking. He also offers examples of various wisdom-seeking activities that might bear fruit in the classroom.

The Contemplative Practitioner

Meditation in Education and the Workplace, Second Edition

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Author: John P. Miller

Publisher: University of Toronto Press

ISBN: 1442615532

Category: Business & Economics

Page: 189

View: 5700

Describes how the experience of the whole through mindful contemplation can release energy and knowledge for practical use in the classroom and in the place of business.

Disability as Diversity in Higher Education

Policies and Practices to Enhance Student Success

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Author: Eunyoung Kim,Katherine C. Aquino

Publisher: Routledge

ISBN: 1317287703

Category: Education

Page: 262

View: 3889

Addressing disability not as a form of student impairment—as it is typically perceived at the postsecondary level—but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Contextualizing disability through the lens of intersectionality, Disability as Diversity in Higher Education illustrates how higher education institutions can use policies and practices to enhance inclusion and student success.

Emotions and The Body in Buddhist Contemplative Practice and Mindfulness-Based Therapy

Pathways of Somatic Intelligence

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Author: Padmasiri de Silva

Publisher: Springer

ISBN: 331955929X

Category: Psychology

Page: 144

View: 4659

This book represents an outstanding contribution to the field of somatic psychology. It focuses on the relationship between body and emotions, and on the linkages between mindfulness-based emotion studies and neuroscience. The author discusses the awakening of somatic intelligence as a journey through pain and trauma management, the moral dimensions of somatic passions, and the art and practice of embodied mindfulness. Issues such as the emotions and the body in relation to Buddhist contemplative practice, against the background of the most recent findings of current neuroscience, are expanded in the book. A broad review of the Darwinian-Jamesian heritage on emotion studies is a unique contribution to the tradition of the somatogenic strands of emotions, and provides a contrasting focus to the ideogenic emotions in Sigmund Freud. This work provides an invaluable resource for students of psychology and philosophy, psychotherapists and meditation teachers, students, and for anyone with an interest in the field of somatic psychology.

Mindful Teaching and Learning

Developing a Pedagogy of Well-Being

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Author: Karen Ragoonaden

Publisher: Lexington Books

ISBN: 1498506674

Category: Education

Page: 134

View: 6735

Mindful Teaching and Learning features a community of scholar-practitioners from across disciplines, methodologies, and ideological perspectives exploring contexts that support mindful teaching, mindful learning, and a pedagogy of well-being.

Reflective Teaching in Higher Education

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Author: Paul Ashwin,David Boud,Kelly Coate,Fiona Hallett,Elaine Keane,Kerri-Lee Krause,Brenda Leibowitz,Iain MacLaren,Jan McArthur,Velda McCune

Publisher: Bloomsbury Publishing

ISBN: 1441147233

Category: Education

Page: 416

View: 7269

Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk, promote the expertise of teaching within higher education.