education and pedagogy

Contemplative Modes of Inquiry in Liberal Arts Education

Posted on Sep 13, 2012

Burggraf, Susan and Peter Grossenbacher. “Contemplative Modes of Inquiry in Liberal Arts Education.” LiberalArtsOnline, June 2007.

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Experience and Education

Posted on Sep 13, 2012

Experience and Education

Dewey, John. (repr. 1997). Experience And Education. New York: Free...

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Creating Spaces for Listening, Learning, and Sustaining the Inner Lives of Students

Posted on Sep 13, 2012

Kirsch, Gesa E. “Creating Spaces for Listening, Learning, and Sustaining the Inner Lives of Students,” Journal of the Assembly on Expanded Perspectives on Learning, 14 (Winter 2008-2009): 56-67.

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Integrative Learning and Action: A Call to Wholeness

Posted on Sep 13, 2012

Integrative Learning and Action: A Call to Wholeness

Awbrey S., Dana, D., Miller, V., Robinson, P., Ryan, M. & Scott, D., eds. (2006). Integrative Learning and Action (Studies in Education and Spirituality). New York: Peter...

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Learning to Stop; Stopping to Learn: Embarking on the Contemplative Learning Path

Posted on Sep 13, 2012

Brady, R. (2005). Learning to Stop; Stopping to Learn: Embarking on the Contemplative Learning Path. Summary: Contemplative pedagogy is a young and growing approach in American education. It invites new possibilities for the emergence of creativity and promotes depth of understanding and a more personal relationship with course content. The path to contemplative learning is different for each educator who travels it. I relate experiences that led me to develop a personal contemplative practice and describe how, over time, my own practice affected my teaching. I focus especially on...

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Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel

Posted on Sep 13, 2012

Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel

Feuerverger, G. (2001). Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel. New York: Routledge. Summary: Based on a nine-year study that Professor Grace Feuerverger carried out as ethnographer in an extraordinary village, “Oasis of Dreams” is about hope in the midst of deadly conflict. This book is a reflexive ethnography focusing on the two bilingual, bicultural educational institutions in this place of peaceful coexistence–an elementary school where Jewish and Arab children study together, and the “School for Peace” which...

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Boyz 2 Buddhas: Counseling Urban High School Male Athletes in the Zone

Posted on Sep 13, 2012

Boyz 2 Buddhas: Counseling Urban High School Male Athletes in the Zone

Forbes, D. (2004). Boyz 2 Buddhas: Counseling Urban High School Male Athletes in the Zone. New York: Peter...

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Opening the Contemplative Mind in the Classroom

Posted on Sep 13, 2012

Hart, T. (2004). “Opening the Contemplative Mind in the Classroom.” Journal of Transformative Education, 2, 1, 28-46. Summary: How we know is as important as what we know. However, contemporary pedagogy and curriculum generally exclude a fundamental way of knowing—the contemplative—from any viable role in education in favor of a rational and empirical approach. As a result, few mainstream teachers or curriculum planners have explicitly integrated the contemplative into the classroom. Yet, contemplative knowing has been described as fundamental to the quest for knowledge and...

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Contemplative Practice and the Education of the Whole Person

Posted on Sep 13, 2012

Haynes, D. (2005). Contemplative Practice and the Education of the Whole Person. ARTS: The Arts in Religious and Theological Studies, 16, 2. Summary: This article concerns why the author integrates contemplative practices into courses on art and religion in a secular state university. For readers within seminaries and other religious institutions, she also discuss briefly the relationship of religious and theological education to contemplative inquiry. What follows is focused around three major questions. First, what is contemplative practice? Second, how are these practices integrated into...

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Learning about Obligation, Compassion, and Global Justice: the Place of Contemplative Pedagogy

Posted on Sep 13, 2012

Kahane, David. (2009) “Learning about Obligation, Compassion, and Global Justice: the Place of Contemplative Pedagogy.“ From Internationalizing the Curriculum in Higher Education: New Directions for Teaching and Learning, No. 118, Carolin Kreber (Editor), July 2009, Jossey-Bass.

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Mindfulness and Presence in Teaching and Learning

Posted on Sep 13, 2012

Mindfulness and Presence in Teaching and Learning

Kahane, David. (2011). “Mindfulness and Presence in Teaching and Learning,” in Iain Hay, ed., Inspiring Academics: Learning with the World’s Great University Teachers. (London: Open University...

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Spirituality and the Management Teacher

Posted on Sep 13, 2012

Kernochan, Richard A., McCormick, Donald W., & White, Judith A. “Spirituality and the Management Teacher.” Journal of Management Inquiry, Vol. 16, No. 1, 61-75 (2007).

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Special Issue on Spirituality and Higher Education

Posted on Sep 13, 2012

Laurence, P. & Subbiondo, J., eds. (2006). Special Issue on Spirituality and Higher Education. Religion & Education, Vol. 33, No. 2.

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Teaching Mindfulness: A Practical Guide for Clinicians and Educators

Posted on Sep 13, 2012

Teaching Mindfulness: A Practical Guide for Clinicians and Educators

McCown, Donald, Reibel, Diane, and Micozzi, Marc S. (2011). Teaching Mindfulness: A Practical Guide for Clinicians and Educators. New York:...

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Educating for Wisdom and Compassion: Creating Conditions for Timeless Learning

Posted on Sep 13, 2012

Educating for Wisdom and Compassion: Creating Conditions for Timeless Learning

Miller, J. (2005). Educating for Wisdom and Compassion: Creating Conditions for Timeless Learning. Thousand Oaks, CA: Corwin Press. Summary: Blending philosophy, research, and three decades of practice, John P. Miller’s engaging discussion of timeless learning reminds us that wisdom as an outcome of education is more than skills mastery and high-stakes assessments. Among the benefits to students discussed here are wholeness; a sense of purpose; improved attention, alertness, perception, and memory; and reduced stress and anxiety achieved through meditation, contemplation, and...

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Educating for Intelligent Belief or Unbelief

Posted on Sep 13, 2012

Educating for Intelligent Belief or Unbelief

Noddings, N. (1993). Educating for Intelligent Belief or Unbelief. New York: Teachers College...

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The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life

Posted on Sep 13, 2012

The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life

Palmer, P. (1997). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Bass...

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The Heart of Higher Education: A Call to Renewal

Posted on Sep 13, 2012

The Heart of Higher Education: A Call to Renewal

Palmer, P., Zajonc, A. and Scribner, M. (2010). The Heart of Higher Education: A Call to Renewal (Jossey-Bass Higher and Adult Education). Jossey-Bass...

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Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation

Posted on Sep 13, 2012

Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation

Rendon, Laura. (2008). Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation. Stylus...

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Contemplative Pedagogy in Foreign Language Education at the Postsecondary Level

Posted on Sep 13, 2012

Smith, Victoria. “Contemplative Pedagogy in Foreign Language Education at the Postsecondary Level.” Journal of the World Universities Forum, Vol. 1, Issue 3.

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Stories Lives Tell: Narrative and Dialogue in Education

Posted on Sep 13, 2012

Stories Lives Tell: Narrative and Dialogue in Education

Witherell, C. & Noddings, N. (1991). Stories Lives Tell: Narrative and Dialogue in Education. New York: Teachers College Press.

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