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Establishing Second-Person Forms of Contemplative Education: An Inquiry into Four Conceptions of
"... Abstract: Four accounts of intersubjective theory are explored as a means for providing distinctions that support the development of second-person approaches to the emerging field of contemplative education. I examine Martin Buber’s conception of the interhuman, Thich Nhat Hahn’s interbeing, Christi ..."
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Abstract: Four accounts of intersubjective theory are explored as a means for providing distinctions that support the development of second-person approaches to the emerging field of contemplative education. I examine Martin Buber’s conception of the interhuman, Thich Nhat Hahn’s interbeing, Christian De Quincey’s three modes of intersubjective engagements, in addition to Wilber’s five categories of intersubjectivity with consideration for how each will contribute to further outlining second-person dimensions of contemplative education. I then locate intersubjectivity in a broader epistemological terrain and propose the notion of critical second-person contemplative education as a type of pedagogy and approach to learning within contemplative education.
Original Manuscript A Brief History of the Current Reemergence of Contemplative Education
"... This article explores the history of the current reemergence of a contemplative orientation in education. While referencing an ancient history, it primarily examines the history of contemporary contemplative education through three significant stages, focusing on the third. The first was arguably in ..."
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This article explores the history of the current reemergence of a contemplative orientation in education. While referencing an ancient history, it primarily examines the history of contemporary contemplative education through three significant stages, focusing on the third. The first was arguably initiated by the introduction of Buddhism to the United States through Chinese immigration that started in 1840, and the second began in the late 1960s and early 1970s with the establishment of three significant tertiary institutions that engage contemplative practice and theory. The third, which began in 1995 with the founding of the Centre for Contemplative Mind in Society, is introduced through five developmental influences. Linked with this is the concurrent development and growing intersection of contemplative and transformative education. This contemporary and ancient history traces the con-tinuing presence of the contemplative in education to counter suggestions that contemplative education may be a fleeting trend. Rather, it indicates that con-templative practice, which grounds this approach in education, is an essential aspect of who we are and how we learn.
Article A Brief History of the Current Reemergence of Contemplative Education
"... This article explores the history of the current reemergence of a contemplative orientation in education. While referencing an ancient history, it primarily examines the history of contemporary contemplative education through three significant stages, focusing on the third. The first was arguably in ..."
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This article explores the history of the current reemergence of a contemplative orientation in education. While referencing an ancient history, it primarily examines the history of contemporary contemplative education through three significant stages, focusing on the third. The first was arguably initiated by the introduction of Buddhism to the United States through Chinese immigration that started in 1840, and the second began in the late 1960s and early 1970s with the establishment of three significant tertiary institutions that engage contemplative practice and theory. The third, which began in 1995 with the founding of the Centre for Contemplative Mind in Society, is introduced through five developmental influences. Linked with this is the concurrent development and growing intersection of contemplative and transformative education. This contemporary and ancient history traces the con-tinuing presence of the contemplative in education to counter suggestions that contemplative education may be a fleeting trend. Rather, it indicates that con-templative practice, which grounds this approach in education, is an essential aspect of who we are and how we learn.
and Leadership Development
"... This article introduces and develops a second-person contemplative approach for instructors, groups, and teams working with fostering collective wisdom and leadership development processes. To these ends, I draw upon Scharmer’s practice of presencing, Varela’s three gestures of becoming aware, and t ..."
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This article introduces and develops a second-person contemplative approach for instructors, groups, and teams working with fostering collective wisdom and leadership development processes. To these ends, I draw upon Scharmer’s practice of presencing, Varela’s three gestures of becoming aware, and the Quaker practice of discernment as a means for engaging collective contemplative approaches to transformative learning across different academic and professional contexts of learning. Keywords contemplative learning; presencing; intersubjective; instructional curriculum Traditionally, academic learning across disciplines has concentrated on intellectual development, establishing a prevailing pattern of education that strengthens
Thinking Outside the Academic Box: An Introduction to Mindfulness Meditation for Education1
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"... Spirituality in the academy: reclaiming from the margins and evoking a transformative way of knowing the world ..."
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Spirituality in the academy: reclaiming from the margins and evoking a transformative way of knowing the world
