scholarly journals Investigating Contemplative Practice in Creative Writing and Education Classes: A Play (of Practice and Theory) in Three Acts

2019 ◽  
Author(s):  
Maureen Hall ◽  
Olivia Archibald
Keyword(s):  
Creative Writing ◽  
Student Learning ◽  
Reflective Writing ◽  
Contemplative Practice ◽  
Class Session ◽  
Contemplative Practices

This article documents the partnership and collaborative SoTL research investigating the intersectionsbetween and among contemplative practices and reflective writing for deepened learning. This SoTL investigation interrogated the problem involving students (both undergraduate and graduate) not valuing themselves as writers. In addressing this problem, a series of assignments were designed where contemplative practice was done via reflective writing at the beginning of each class session. Data were collected on how these new practices and assignments in these two courses affected student learning.

Enhancing Student Learning of Global Warming Through Reflective Writing

2021 ◽  
Vol 59 (9) ◽  
pp. 706-708
Author(s):  
Liang Zeng ◽  
Guang Zeng
Keyword(s):  
Global Warming ◽  
Student Learning ◽  
Reflective Writing

Traveling the U

2013 ◽  
pp. 1-13
Author(s):  
John Hardman ◽  
Patricia Hardman
Keyword(s):  
Initial Phase ◽  
Disruptive Innovation ◽  
Effective Range ◽  
Effective Capacity ◽  
Contemplative Practice ◽  
Theory U ◽  
Contemplative Practices ◽  
Systematic Process ◽  
New Ideas ◽  
Business As Usual

Otto Scharmer’s Theory U is not difficult to grasp conceptually. Not so easy to enable is the effective capacity to activate the U’s enormous potential to shift individuals and organizations from a mindset entrenched in a business-as-usual paradigm to one of creativity, disruptive innovation, and sustainable repositioning. Does a systematic process exist that may facilitate the suspension of Scharmer’s notions of judgment, cynicism, and fear so that organizations may free up a more effective range of human faculties in order to solve problems and drive change? The authors propose that such a process is indeed available and can be found in contemplative practices of purposeful meditation. In this chapter, they offer a series of meditations designed to work at each level of the U. This begins with a contemplative practice intended to help suspend habitual patterns of thinking or “downloading,” the first stage in the U, followed by meditations focusing and integrating the heart and will. This initial phase of the process expands the individual’s capacity to truly “let go” old ways of thinking and to make possible the co-creative state of “presencing.” This stage, the downswing of the U, is followed by a collective meditation designed to facilitate the “letting come” or upswing of the U, which translates into the creative, collaborative crystallization of new ideas, leading to prototyping and mainstreaming of innovations.

scholarly journals Embracing Age-Inclusivity Through Multimodal, Active Student Learning in a Health and Aging Policy Course

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 353-353
Author(s):  
Skye Leedahl
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Deep Understanding ◽  
Reflective Writing ◽  
Assessment Methods ◽  
Older Individuals ◽  
Similar Model ◽  
Family Experiences ◽  
Aging Policy ◽  
Upper Level

Abstract One of the goals for an upper-level undergraduate seminar course is for students to identify and discuss existing policies, programs, and resources for meeting the needs of the aging population. To encourage active student learning, the course provides a mix of readings and assignments, six intergenerational discussions, and reflective writing. The idea is that these varying experiences help foster a deep understanding of how these policies and related issues pertain and matter to everyone, not only older individuals, and how their future career and family experiences will benefit from the knowledge gained in the course regardless of their next career steps. This course model has been effective for challenging ageism, and has been taught four times, each time with modifications based on student numbers, current issues, and the pandemic. The presenter will discuss assessment methods, identify best practices, and offer suggestions for others interested in utilizing a similar model.

Can Creativity Be Taught?

2016 ◽  
Author(s):  
Nellie Hermann
Keyword(s):  
Creative Writing ◽  
Reflective Writing ◽  
Teaching Writing ◽  
Medical School Faculty ◽  
Writing Practices ◽  
Healthcare Settings ◽  
Creative Insight ◽  
Discovery Potential ◽  
School Faculty ◽  
Insight Into

This chapter is a practical manual for teaching writing in unusual places. Reflective and creative writing have become widespread in healthcare settings, yet little is known about how to effectively structure writing experiences, how to respond to creative writing, and how to assess the dividends of writing practices. Written by a novelist on a medical school faculty, the chapter shows how to encourage writing in healthcare and how readers can guide writers toward the discovery potential of writing. “A Reader’s Guide for Reflective Writing” is provided to give guidance to those new to the task of reading and commenting on students’ creative writing. The chapter also provides guidelines for structuring writing seminars, choosing texts to study, and crafting the writing prompts that invite participants to write. Through extensive quotation and close reading of students’ writing, the chapter leads readers toward creative insight into the creativity of others.

Similarities, disparities, and synergies with other complex interventions—stress as a common pathway

2018 ◽  
pp. 139-144
Author(s):  
Cecilia Stenfors ◽  
Eva Bojner Horwitz ◽  
Töres Theorell ◽  
Walter Osika
Keyword(s):  
Music Therapy ◽  
Stress Management ◽  
Health Effects ◽  
Synergistic Effects ◽  
Complex Interventions ◽  
Contemplative Practice ◽  
Contemplative Practices ◽  
Cultural Activities ◽  
Cultural Interventions ◽  
External Stimuli

Both internal and external stimuli can cause stress, and suboptimal stress management is a major driver of ill health. There are several complex interventions, such as contemplative practices and cultural activities, which facilitate the process of becoming aware of and handling such stimuli. Participation in such activities can facilitate the connection with one’s emotions and values, and the integration of those in everyday coping. One contemplative practice is mindfulness, which involves bringing one’s complete attention to the present experience on a moment-to-moment basis, non-judgementally. Among cultural interventions we find, for example, dance and music therapy and combinations thereof. It is plausible that the health effects of nature, and contemplative and cultural activities share a mechanistic background. Several theoretical principles are similar and the same kinds of condition benefit from these interventions, all with a certain effect on stress and mental fatigue. There could be synergistic effects of the various approaches.

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