Volume 108, Number 9, 2006
This article describes a course offered at Teachers College, Columbia University, which focuses on contemplative practices from various wisdom traditions in order to increase awareness of what they share and to encourage educators to view these practices as sources of peace and tolerance.
This article is an elementary school teacher’s exploration, through stories and reflection, of the meanings and possibilities of teaching as contemplative practice.
A focus group, qualitative reports, and quantitative course evaluations were used to evaluate a 15-week 3-credit mindfulness-based stress reduction (MBSR) course for counseling students. The results indicated that students experienced positive physical, emotional, mental, spiritual, and interpersonal changes and substantial effects on their counseling skills and therapeutic relationships as a result of the class.
In this article, the authors examine the implementation of a particular phenomenological form of teacher inquiry, the Descriptive Review, in an urban teacher preparation program.
The article describes the integration of an experiential contemplative course in mindfulness meditation into the curriculum of two very different higher education settings: a metropolitan university in Little Rock, Arkansas, and a university for applied sciences in Austria. The purposeful conflation of contemplative education with health promotion and disability studies is discussed.
Meditation serves as the basis for an emerging interdisciplinary area that I describe as “creativity and consciousness studies.” As students engage in this new area of study, they develop a greater capacity for integrating knowledge of the world and knowledge of the self. In addition, they are able to cultivate qualities such as mental clarity, inner calm, insight, compassion, and creativity.
The author sets forth in this article the rationale, nature, and scope of the proposed new academic field of contemplative studies, which combines traditional third-person pedagogies with innovative “critical first-person” pedagogies in the study of the states of mind attained by meditation and a variety of other human endeavors.
This article explores how meditation can contribute to progressive social change in contemporary American society and considers various ways in which the undergraduate college can provide students with opportunities for learning about and experiencing various contemplative disciplines.
This presentation addresses the origin and development of meditation in India and Tibet. It then explores the role that meditation can play in developing a genuinely humanistic education within American higher education.
This article discusses the possible role of the contemplative life in the contemporary teaching and practice of the humanities, claiming that the central goal is the individual’s well-being in mind and body.
Using a course at Amherst College as an example, Zajonc argues that the traditional divide between affect and cognition, or between love and knowledge, can be fruitfully bridged through a pedagogy that stresses contemplative inquiry. Insight, whether in science or the arts, arises as much or more through intimate participation and direct perception as through objectification and analysis.
This presentation discusses an attempt to incorporate a simple meditation technique and silence in the teaching of creative writing courses. It pays particular attention to a course taught at the United States Military Academy at West Point and to a course on the poetry of war taught at the University of Connecticut.
An introduction to the special issue on Contemplative Practices and Education.
Foreword to the special issue on Contemplative Practices and Education.
There are no commentaries for this issue
There are no Off The Record or Editorials for this issue