Embodied and Conceptual Self-Awareness as Distinct Ways of Knowing and Growing

PsycCRITIQUES ◽  
2010 ◽  
Vol 55 (10) ◽  
Author(s):  
Harris L. Friedman
Keyword(s):  
Ways Of Knowing ◽  
Self Awareness

Contemplative Pedagogy: Creating Mindful Educators and Classrooms

2021 ◽  
pp. 1-14
Author(s):  
Laura Roche Chapman
Keyword(s):  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Evidence Based ◽  
Self Awareness ◽  
Contemplative Practices ◽  
Contemplative Pedagogy ◽  
Students First ◽  
Third Person ◽  
Potential Benefits

Purpose: This tutorial introduces communication sciences and disorders (CSD) educators to contemplative pedagogy (sometimes called mindfulness in the classroom). While contemplative pedagogy has considerable overlap with evidence-based teaching and learning, and aligns with values in the CSD discipline, there are few published reports investigating the role of contemplative pedagogy in CSD education. This tutorial outlines the potential benefits of contemplative pedagogy to CSD education and offers suggestions on how to create mindful educators and classrooms. Specific contemplative practices are described. Basic instructions, along with ideas and examples of how practices can be modified and contextualized in CSD classrooms, are provided. Conclusions: Educators can bring contemplative practices into CSD classrooms in many ways. Educators can cultivate a contemplative disposition through a personal practice that can enhance the development of self-awareness. Self-awareness can then inform critical reflection of teaching. Educators can select and design contemplative practices that integrate students' first-, second-, and third-person ways of knowing. As an addition to the pedagogical toolbox, contemplative pedagogy offers opportunities for educators and students to connect their own values and experiences with the process of teaching and learning.

Planting the Seeds: Insights for Researchers Interested in Working With Indigenous Peoples

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Christopher David Macklin ◽  
Chris Marchand ◽  
Eric Mitchell ◽  
Roberta Price ◽  
Vanessa Mitchell ◽  
...  
Keyword(s):  
Indigenous Peoples ◽  
Health Research ◽  
Culturally Responsive ◽  
Ways Of Knowing ◽  
Lessons Learned ◽  
Cultural Safety ◽  
Self Awareness ◽  
Self Reflection ◽  
History Of ◽  
The Mind

Health research in Canada carries a history of exploitation and cultural insensitivity in its approaches, resulting in a deeply rooted mistrust among Indigenous Peoples. Communities are signalling the urgent need for health research to be conducted in a more conscientious way. To address these gaps, our team of three Elders and three researchers co-developed a series of workshops in the province of British Columbia, Canada, in 2019 to increase participants’ knowledge and skills for conducting culturally responsive health research. Workshops examined power and privilege; self-awareness/self-reflection; Indigenous and Western worldviews; cultural safety; allyship; and research principles and practices. Activities were experiential and privileged Indigenous knowledges. An Indigenous-informed evaluation captured participants’ experiences via online surveys. Participants described workshop learnings as deeply impacting ways they approach research practice. Thematic analysis of participant reflections revealed three overarching themes: bringing together the mind and the heart; self-reflection and initiating change; and understanding cultural safety as a lifelong journey. Lessons learned by facilitators included the importance of applying Indigenous ways of knowing to create safe spaces for healing and learning; empowering participants to critically self-reflect; and rooting the work in ceremony. The ethical responsibility to allow time and space for meaningful dialogue was crucial for aligning with Indigenous protocols of coming together. This project demonstrates that experiential workshops, co- facilitated by Elders and researchers, are an innovative, effective, and Indigenous-centred approach for providing education on how to engage in culturally safe and culturally resonant research.

scholarly journals Theodore Brameld’s Thought Infused in Higher Education Global Studies Curriculum

2016 ◽  
Vol 5 (3) ◽  
pp. 278
Author(s):  
Stephen R. White
Keyword(s):  
Higher Education ◽  
Albert Einstein ◽  
Ways Of Knowing ◽  
Self Awareness ◽  
Global Studies ◽  
American Higher Education ◽  
The Awakening ◽  
The Arts ◽  
Rational Thought ◽  
Pierre Teilhard De Chardin

<p>The assertion here is that Theodore Brameld’s Social Reconstructionist thought can provide us in American higher education the philosophical foundation for a relevant 21st century curriculum global studies agenda. It is a curriculum that merges self-awareness with global societal evolution. Through the interjection of Brameldian social reconstructionism into the forum of global studies into that of the Arts and Letters for American higher education, learners gain an infusion of emerging collective consciousness that weaves together new ways of knowing through the formation of the curriculum that informs rational thought and empirical action of global social behavior the ultimately cultivates a new normal for humankind. “<em>The consciousness of each of us is evolution looking at itself and reflection upon itself…the whole future of the Earth seems to me to depend on the awakening of our faith in the future</em>” Pierre Teilhard de Chardin (1881-1955). “<em>We shall require a substantially new manner of thinking if mankind is to survive</em>” (Albert Einstein, 1875-1955).</p>

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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