Contemplative Learning and Inquiry across Disciplines

Contemplative approaches to higher education have been gaining in popularity and application across a wide range of disciplines. Spurring conferences, a growing body of literature, and several academic programs or centers, these approaches promise to contribute significantly to higher education in the years to come. This volume provides an overview of the current landscape of contemplative instruction, pedagogy, philosophy, and curriculum from the perspectives of leading researchers and scholar-practitioners. Contributors come from a variety of disciplines, including education, management and leadership studies, humanities, social sciences, the arts, and information science. Drawing on diverse contexts, the essays reveal the applicability of contemplative studies as a watershed field, capable of informing, enriching, and sustaining the many disciplines and instructional contexts that comprise higher education. Chapters discuss the theoretical aspects of the field; the details, experiences, and challenges of contemplative approaches; and the hopes and concerns for the future of this field.

An Introduction to Contemplative Learning and Inquiry Across Disciplines Olen Gunnlaugson, Edward W. Sarath, Charles Scott, and Heesoon Bai Part I. Contemplative Studies: A New Academic Descipline 1. Contemplative Pedagogy in Higher Education: Toward a More Reflective Academy Arthur Zajonic, Amherst University 2. A Philosophical Framework for Contemplative Education Deborah Orr, York University 3. Kindred Spirits in Teaching Contemplative Practice: Distraction, Solitude, and Simplicity Mara Adelman, Seattle University 4. Contemplation: The Soul's Way of Knowing John (Jack) P. Miller, Ontario Institute for Studies in Education, University of Toronto 5. Fitting in Breath Hunting: Thai and U.S. Perspectives of Contemplative Pedagogy David Lee Keiser, Monclair State University, and Saratid Sakulkoo, Burapha University 6. A Pedagogy for the New Field of Contemplative Studies Harold D. Roth, Brown University Part II. Domain Specific Perspectives 7. Learning about Obligation, Compassion, and Global Justice: The Place of Contemplative Pedagogy David Khane, University of Alberta 8. History as Dharma: A Contemplative Practice Model for Teaching the Middle East and Africa Elise G. Young, Westfield State University 9. Paying Attention: Introspection as a Ground of Learning Daniel Barbezat, Amherst College 10. Integrating Mindfulness Theory and Practice at Lesley University Nancy W. Waring, Lesley University 11. Information and Contemplation: Exploring Contemplative Approaches to Information Technology David M. Levy, University of Washington 12. Contemplative Pedagogy: Perspectives from Cognitive and Affective Science Alfred W. Kaszniak, University of Arizona Part III. Contemplating Change: Individual and Collective Transformation in Contemplative Education Environments 13. Transformative Pathways: Engaging the Heart in Contemplative Education Diana Denton, University of Waterloo 14. Contemplating Uncomfortable Emotions: Creating Transformative Spaces for Learning in Higher Education John Eric Baugher, University of Southern Maine 15. Contemplative Disciplines in Higher Education: Cutting through Academic Materialism Daniel Vokey, University of British Columbia 16. Transitions: Teaching from the Spaces Between Richard C. Brown, Naropa University 17. A Call for Wisdom in Higher Education: Contemplative Voices from the Dao-Field Heeson Bai, Simon Fraser University; Avraham Cohen, City University; Tom Culham, Sean Park, Shahar Rabi, Charles Scott, and Saskia Tait, Simon Fraser University Part IV. New Frontiers of Contemplative Learning and Instruction 18. Considerations for Collective Leadership: A Threefold Contemplative Curriculum for Engaging the Intersubjective Field of Learning Olen Gunnlaugson, Université Laval 19. Buberian Dialogue as an Intersubjective Contemplative Praxis Charles Scott, Simon Fraser University 20. Contemplative Pedagogy and Compassionate Presence Joanne Gozawa, California Institute of Integral Studies 21. What Next?: Contemplating the Future of Contemplative Education Edward W. Sarath, University of Michigan 22. An Inquiry into the Field Dynamics of Collective Learning Chris Bache, Youngstown State University in conversation with Olen Gunnlaugson, Université Laval Author Biographies Index