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Contemplative education

From Wikipedia, the free encyclopedia

Contemplative education is a philosophy of higher education that integrates introspection and experiential learning into academic study in order to support academic and social engagement, develop self-understanding as well as analytical and critical capacities, and cultivate skills for engaging constructively with others.

The inclusion of contemplative and introspective practices in academia addresses an increasingly recognized imbalance in higher education: a lack of support for developing purpose and meaning, or for helping students "learn who they are, search for a larger purpose for their lives, and leave college as better human beings".[1] Especially in the current context that the value of Liberal Art Education is being challenged,[2] the urgency in reviewing and innovating its pedagogy becomes prominent. Since "the liberal arts are meant to instruct and inspire", its education pedagogy should then entail "both formal study and self-discovery, shared inquiry and self-understanding" for the whole person.[3]

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  • Naropa University's MA in Contemplative Education program
  • Contemplative Studies
  • Bernie Glassman on Contemplative Education & Radical Compassion

Transcription

Education - mostly is about learning facts and skills and applying those. And the contemplative approach that Trungpa Rinpoche brought out is -- there is a lot of inner wisdom and richness that can be brought to bare to those facts and skills. So that you're manifesting your approach to teaching in a very unique and personal way. And when I think back to the teachers that inspired me - they were very much themselves. They were teaching the content -- but they were right there and I could make a relationship with them. And I felt cared for because they were available to me. Our approach is very much based on who you are as a human being. And you are as a human being is the kind of teacher you are going to be. You know so if you bring mindfulness and awareness to the elements of who you are -- wake those up and bring them alive then you become a very authentic teacher. At mediation practice you learn to look freshly at each moment and learn to look at your preconceptions and set them aside. So that you encounter that student as they are today rather than as you remembered them from yesterday. And uh it's the same with what you are studying. You know you may be a teacher who taught something a thousand times before -- and you are sort of going through the, you know the motions with them. But meditation practice brings you into the present moment. So when you read something - even if you've read it before you teach something - there is sense of freshness to it. And that communicates when you have that sort of that beginner's mind as Suzuki Roshi called it. You know contemplative teaching doesn't mean that you completely change what you are doing. You may have a very solid curriculum. You may be in a public school that mandates everything you teach. But the way you teach that -- how you structure how you work with classroom management -- makes the difference between having a mechanical approach to education and having a really human approach to education. How can you take something that's ridged and soften it? How can you take a mandated curriculum and bring life and joy into it? [CHIME] Working with emotions is a big part of our program - both the teacher' emotions and the students' emotions. And there is a lot of growing information in the world these days through the social and emotional learning areas. So we're trying to give teacher's not only the personal skills, but also the academic information to support what they are doing. We're working on - developing compassion and embodied presence. We do a lot of work with uh that sense of feeling uh our whole beings. Our voice, our bodies -- when we're engaged and teaching. We have a very carefully sequenced path for gradually bringing all the skills that we are learning in the summer for ourselves into uh students classrooms. And we guide that with online activities and exercises and further study. Well each semester there are two online courses One of those courses is called contemplative teaching. So what you learn for yourself in the summer about how to learn in a contemplative way you then begin to pass that along to your students. But mostly from that sense of your own presence as a teacher. So you are very mindful in your -- in your relationships with your students. You bring compassion to those exchanges. You work with the presence of your body and your speech -- you are developing a kind of way of relating to the students. And then in the second semester, that gets more overtly into compassionate teaching. How do you take the energy of a classroom, which often times can be quite uh full and work with that. And there are lots of different ways in the contemplative traditions about how to do that. And so we study that and we practice that. So there is this sense of a thread connecting the online courses with the summer. So it's quite comprehensive in that way and we are constantly developing it and refining it and bringing in the most up to date knowledge and science and uh and in other holistic education programs around the world so -- the program really allows people to find what they love to do in teaching and -- some of them just want to stay in the classrooms they were and continue to improve their teaching and do that. Others have gone on to get administrative degrees, PhD's and so forth and take more of a leadership roles in schools. Some of our alums are higher ed faculty. We are getting more and more of those who are interested in contemplative education. And -- because the whole field of contemplative education is really, really growing and one of the strongest areas of growth is in the - is in the universities. It's really a cutting edge program if I may say so. [SMILES] Trungpa Rinpoche, Naropa's founder, had this notion of enlightened society. You know it's not just about education - it's about what you do with it. It's about where you go. How you can change the world for the better. [CHIME]

Philosophy

Informed by the many forms of contemplative practice in philosophies and religions the world over, contemplative education invites students to embrace the immediacy of their interior lives as a means for applying their own first-person experiences to what they are learning in their classrooms.[4] Contemplative practices invite close observation of phenomena (e.g., natural processes, cultural productions, mental and emotional states, biases, media). These practices provide opportunities to develop attention and focus, increase awareness and understanding, listen and speak across difference, support creative approaches to problem solving, and consider the impacts of our actions on the world at large.[5]

Contemplative education is not solely traditional education with, for example, a course in meditation thrown in; it is an approach that offers an entirely new way of understanding what it means to be educated in the modern Western liberal arts tradition. For example, to deepen their academic study, students might engage in mindfulness practices in order to cultivate being present-moment awareness, or engage in dialogue and deep listening practices in order to develop interpersonal skills and be more conscious of the body. Contemplative studies encourage students to push the typical epistemic guidelines to learning and live in a more mindful world.

Popularity

In the past two decades, contemplative practices have become increasingly incorporated across curricular settings. It is very difficult to provide exact numbers; however, recent reviews have clearly depicted this as a historical change in which primary, secondary and higher public (not only alternative) educational institutions are becoming far more receptive to these practices.[6] Contemplative studies can be applied in many disciplines, and are already used in not only wisdom traditions, but in branches of scientific thought, social sciences, humanities, and business, to enhance intelligence and well-being.[7] The students at the Universities can study contemplative methods through practicing meditation of hatha-yoga as it is introduced to the programme of the sociology by Krzysztof Konecki.

The philosophy of contemplative education has been present in the United States since at least 1974,[8] but has gained popularity particularly recently as contemplative practices (such as mindfulness and yoga) have sparked the interest of educators at all levels. It has inspired networks of higher-education professionals for the advancement of contemplative education, primarily the Association for Contemplative Mind in Higher Education (ACMHE), which has an international membership of over 750 faculty, administrators, and higher education professionals. The ACMHE was founded in 2008 by the Center for Contemplative Mind in Society in Massachusetts which has hosted annual conferences on contemplative education since 2009. These retreats encourage curriculum development and have issued 130+ fellowships for integrated contemplative studies programs.[9] The formation of the ACMHE was precipitated by the Contemplative Practice Fellowships, a program administered by the Center for Contemplative Mind in Society from 1997 through 2009. Fellowships were awarded to 153 faculty members at 107 colleges and universities for designing and teaching courses which included contemplative methods. This initiative helped to form a community of practice on the use of contemplative methods across higher education disciplines.[10]

While contemplative education aims to integrate contemplative practices and perspectives within any subject of study, the discipline of contemplative studies—the examination of the contemplative experience itself—has also developed. The Contemplative Studies Initiative at Brown University, founded by Harold Roth, Professor of Religious Studies and Director of the Contemplative Studies Initiative, offers a formal concentration in contemplative studies.[11]

Contemplative education also fueled the Bachelor of Fine Arts in Jazz and Contemplative Studies curriculum at The University of Michigan School of Music, which combines meditation practice and related studies with jazz and overall musical training.[12]

In Colorado, the Rocky Mountain Contemplative Higher Education Network (RMCHEN) launched in September 2006 with an event hosted by Naropa University. Peter Schneider, a renowned architecture professor at the University of Colorado-Boulder and Barbara Dilley, a former president of Naropa and an accomplished dancer, choreographer and educator, spoke at the launch of RMCHEN.

Contemplative media studies are a recent, pressing, topic due to the influx of technology in society. As its influence continues to increase, contemplative media studies is aimed at articulating an ethically responsive and economically sustainable architecture of human flourishing.[13]

Dr Han F. de Wit, the author of "Contemplative psychology", outlined one of the first systematic works suggesting a framework in which a full-fledged contemplative psychology may be developed.[14]

In practice at Naropa University

The depth of insight and concentration reached through students’ disciplined engagement with contemplative practices alters the landscape of learning and teaching at Naropa University[15] (Boulder, Colorado) founded by Chögyam Trungpa, Rinpoche in 1974.

"The point is not to abandon scholarship but to ground it, to personalize it and to balance it with the fundamentals of mind training, especially the practice of sitting meditation so that inner development and outer knowledge go hand in hand. . . . A balanced education cultivates abilities beyond the verbal and conceptual to include matters of heart, character, creativity, self-knowledge, concentration, openness and mental flexibility."

—Judy Lief, former Naropa University president

Contemplative disciplines

Woven into the curriculum at Naropa, for example, are practices that include sitting meditation, tai chi, aikido, yoga, Chinese brushstroke and ikebana.

These are some of the most commonly referred-to contemplative practices, but there are many others, including other traditional arts, ritual practices and activist practices.[16][17]

References

  1. ^ Harry R. Lewis (2006). "Excellence Without A Soul: How a Great University Forgot Education". PublicAffairs.
  2. ^ "What You Can Do With a Liberal Arts Degree". www.usnews.com/. 19 June 2020. Retrieved 7 November 2023.
  3. ^ "Contemplative Exercises Immersion Rationale". Dharma Realm Buddhist University. Retrieved 7 November 2023.
  4. ^ Tobin Hart (January 2004). "Opening the Contemplative Mind in the Classroom". Journal of Transformative Education.
  5. ^ Carly Hodes (July 11, 2014). "Contemplative practices boost creativity in problem-solving". Cornell Chronicle.
  6. ^ Oren Ergas (2018) A contemplative turn in education: Charting a curricular-pedagogical countermovement. Pedagogy, Culture & Society
  7. ^ Zajonc, Arthur (2014). An Introduction to Contemplative Learning and Inquiry Across Disciplines. Albany: SUNY Press.
  8. ^ "History". Naropa University.
  9. ^ "The Association for Contemplative Mind in Higher Education". The Center for Contemplative Mind in Society.
  10. ^ Barbara A. Craig (April 2011). "Contemplative Practice in Higher Education: An Assessment of the Contemplative Practice Fellowship Program, 1997–2009" (PDF). The Center for Contemplative Mind in Society.
  11. ^ "Contemplative Studies: The Formal Concentration". Brown University.
  12. ^ Ed Sarath (Summer 2003). "Meditation in Higher Education: The Next Wave?". Innovative Higher Education.
  13. ^ Healey, Kevin (2015). "Contemplative Media Studies". Religions. 6 (3): 948–968. doi:10.3390/rel6030948.
  14. ^ "Contemplative psychology, Han F.de Wit, Duquesne University Press, Pittsburgh,1991". SHAMBHALA, Netherlands. Archived from the original on 2012-10-13.
  15. ^ Caroline Hsu (2005). "America's Best Colleges: To learn in the moment". U.S. News & World Report.
  16. ^ "What are contemplative practices?". The Center for Contemplative Mind in Society. 2001–2006.
  17. ^ "The Tree of Contemplative Practices". The Center for Contemplative Mind in Society. 2001–2006.

External links

This page was last edited on 3 December 2023, at 11:06
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