scholarly journals Finding Sanctuary and Strength in the LIS Classroom

2021 ◽  
Author(s):  
Hugh Samson ◽  
Jenna Hartel ◽  
Kiersten Latham ◽  
Beck Tench ◽  
Hailey Siracky ◽  
...  
Keyword(s):  
Graphic Representation ◽  
Contemplative Practices ◽  
Loving Kindness ◽  
Contemplative Pedagogy

In the spirit of contemplative pedagogy, this panel introduces The Tree of Contemplative Practices – a graphic representation that helps educators and students to understand the main principles and seven major types of contemplative practices. Using the Tree as a framework, enthusiasts can learn contemplative practices in a systematic, secular, and bespoke manner. Sequentially, the moderator and presenters will: 1) Encapsulate their commitment to contemplative pedagogy; 2) Recount an application of The Tree of Contemplative Practices in their teaching; and 3) Demonstrate several of the Tree’s major limbs (e.g. generative) and branches (e.g. loving-kindness meditation).

III. The Contemplative Pedagogy Coward

Horizons ◽  
2019 ◽  
Vol 46 (1) ◽  
pp. 127-133
Author(s):  
Maureen L. Walsh
Keyword(s):  
Religious Practices ◽  
World Religions ◽  
Contemplative Practices ◽  
Contemplative Pedagogy ◽  
Religious Others

When I was asked about contributing to this roundtable on contemplative pedagogy, I was honored to be included in the mix. Yes, I have experimented in my teaching with contemplative practices for about five years now, and so I fit the group's focus in that way. And yes, my postdoctoral work focused on university pedagogy, and so it would seem like I would be a natural for this sort of roundtable. But before I go any further, I feel as though I need to out myself for who I truly am—instead of being a contemplative professor, I am a contemplative coward. No doubt, I have been impressed reading about and witnessing other professors’ thoughtful uses of contemplative practices in the classroom. And I even dabble in having my world religions students “go through the motions” of religious practices from Buddhism and Islam. But as I spent time thinking through my approach in anticipation of this roundtable, it became clear that my efforts have been nothing short of cowardly, due to the fact that, first, I have questioned my own ability to lead students in contemplative exercises, and second, I have been wary of asking students to engage in the practices of religious others in a serious way.

scholarly journals Dare to Share the Silence: Tools & Practices of Contemplative Pedagogy in a Library Brain Booth

2018 ◽  
Author(s):  
Marissa Mourer ◽  
Katia Karadjova
Keyword(s):  
College Students ◽  
Virtual Reality ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Research Study ◽  
Public University ◽  
Contemplative Practices ◽  
Contemplative Pedagogy ◽  
University Library ◽  
First Time

A research study at a rural, public university revealed interest among college students in engaging in mindfulness and contemplative practices within their university library. This study also identified a gap between interest in contemplative pedagogy among faculty and their engagement in contemplative practices within this newly-created library space, The Library Brain Booth. This study shares the results of visits to the Library Brain Booth by both first-time and returning participants. It also provides mean usage time at each of the following stations which were created to support mindfulness and contemplation: biofeedback, color-relax, game-relax, light-relax, read-relax, silent-relax, sound-relax, audio-meditate, prompt-meditate, video-meditate, gratitude-express, and virtual reality-immerse. The results of the study are intended to support the explicit promotion of metacognition and mindfulness in the academic process, both through mindfulness activities within the library for students, and through contemplative pedagogy in information literacy instruction.

scholarly journals Dare to Share the Silence: Tools & Practices of Contemplative Pedagogy in a Library Brain Booth

2017 ◽  
Author(s):  
Marissa Mourer ◽  
Katia Karadjova
Keyword(s):  
College Students ◽  
Virtual Reality ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Research Study ◽  
Public University ◽  
Contemplative Practices ◽  
Contemplative Pedagogy ◽  
University Library ◽  
First Time

A research study at a rural, public university revealed interest among college students in engaging in mindfulness and contemplative practices within their university library. This study also identified a gap between interest in contemplative pedagogy among faculty and their engagement in contemplative practices within this newly-created library space, The Library Brain Booth. This study shares the results of visits to the Library Brain Booth by both first-time and returning participants. It also provides mean usage time at each of the following stations which were created to support mindfulness and contemplation: biofeedback, color-relax, game-relax, light-relax, read-relax, silent-relax, sound-relax, audio-meditate, prompt-meditate, video-meditate, gratitude-express, and virtual reality-immerse. The results of the study are intended to support the explicit promotion of metacognition and mindfulness in the academic process, both through mindfulness activities within the library for students, and through contemplative pedagogy in information literacy instruction.

Utilizing Contemplative Practices With Undergraduate Students in a Community-Engaged Course on Health Disparities

2017 ◽  
Vol 4 (1) ◽  
pp. 71-76 ◽  
Author(s):  
Ameena Batada
Keyword(s):  
Public Health ◽  
Health Disparities ◽  
Health Equity ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Public Health Education ◽  
Contemplative Practices ◽  
Liberal Arts University ◽  
Contemplative Pedagogy ◽  
Personal Skills

Public health courses that provide opportunities for applied learning to develop students’ understanding of health disparities and methods for achieving health equity are of critical importance. Contemplative pedagogy can cultivate among students personal skills such as open awareness, introspection, nonjudgment, and compassion as students engage with communities across class, race, and other lines of difference. This article describes how contemplative practices are introduced and aligned with learning objectives in an undergraduate community-engaged course on health parity at a public liberal arts university in North Carolina, with the intent of contributing to the growing literature on contemplative education and how it may be appropriate in public health education. Contemplative pedagogy in this course offers opportunities for students to learn with their minds, bodies, and hearts. This article presents course context and structure, introducing contemplative practices to students, and two specific examples of contemplative activities that may help students better understand diversity and their role in sustainable health equity. The article concludes with a discussion and resources for instructors interested in contemplative pedagogy. As contemplative pedagogy gains ground in college instruction, it may also provide critical skill-building for students of public health.

scholarly journals Toward the Implementation of Contemplative Practices in Higher Education

2018 ◽  
Vol 6 (3) ◽  
pp. 3-13
Author(s):  
Valerie Bonnardel ◽  
Terry Biddington ◽  
Brandon May ◽  
Rhiannon Jones ◽  
Simon Roffey
Keyword(s):  
Higher Education ◽  
Mobile Technologies ◽  
Initial Report ◽  
Contemplative Practices ◽  
Learning And Teaching ◽  
Contemplative Pedagogy ◽  
Use Of Technology ◽  
The Mind ◽  
The University ◽  
Short Time

Endorsing the role of Universities as caregiving organisations and following an initial report on contemplative practices (CP) in Higher Education by the Institute of Theological Partnerships (2016) and the Mindful Nation UK (2015), a Contemplative Pedagogy Working Group (CPWG) was convened to explore the possibilities to implement contemplative pedagogy and practices at the University. CP such as Buddhist meditation have direct bearings in developing and cultivating compassion. With the intention to foster a culture of gentleness within the University, a survey was administered to 301 students to: 1- probe their attitudes toward the introduction of CP at the University and 2- to collect information on their use of technology. Results indicate that 79% of students will be favourable to the introduction of CP at the University on a voluntary basis and 58% will be keen to engage with the practice. However, if short time practices were to be introduced in classes, 44% will be self-conscious and admit it will affect their practice. Seventy percent admit difficulty with their attention during lectures and exam revisions and 58% are distracted by mobile technologies used in classes, report of distractibility is more marked among the youngest. The survey’s result highlights student’s tendency to consider learning about CP in relation to the mind and emotions should be part of their education. This awareness is indicative of a change in students’ expectation and support the CPWG initiatives in offering regular Zen meditation practices and building up a Cosmic Garden within the University premises. Challenges in fostering a compassionate learning and teaching environment and concerns related to the pervasive use of technology in classes, in particular the correlation between the variety of online multitasking and the worry of feeling self-conscious during CP will be discussed.

scholarly journals ‘Teaching of’ and ‘Teaching about’ Meditation

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Peter Romaskiewicz
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Classroom Practices ◽  
Zen Buddhism ◽  
Contemplative Practices ◽  
Contemplative Education ◽  
Contemplative Pedagogy ◽  
Pedagogical Theory ◽  
A Share

The growing interest in meditation and meditation inspired classroom practices has garnered a share of advocates and detractors. The recent critiques in Candy Gunther Brown’s Debating Yoga and Mindfulness in Public Schools (2019) offer the most trenchant legal and ethical obstacles to implementing a contemplative education in American public schools. I trace the contours of Brown’s legal claims relevant to higher education and propose a pathway forward by arguing for the importance of underpinning contemplative practices with sound pedagogical theory. I offer one example of contemplative pedagogy based on metacognition as implemented in my Zen Buddhism course. 

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.

Contemplative practices in cultural context: Shifting from local to global

2013 ◽  
Author(s):  
Sara Lewis ◽  
Anna Corwin ◽  
Christopher Heibert ◽  
Brian Anderson ◽  
Angela Garcia ◽  
...  
Keyword(s):  
Cultural Context ◽  
Contemplative Practices
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