The Blue Pearl: A Research Report on Teaching Mindfulness Practices to College Students

This webinar describes the results of Prof. Deborah J. Haynes’s research with undergraduate students on the efficacy of and their experiences with contemplative pedagogy. Her presentation focuses on conceptual issues raised by her formal human-subject research with students over three years–research that included qualitative feedback from them through narrative exercises and journals, a series of quantitative questionnaires about their experiences, and their own works of art.

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Listening to Our Eyes: Seeing as Meditation

This webinar, presented by Bradford C. Grant, Professor and Director of the School of Architecture and Design at Howard University, is an exploration of meditative exercises using seeing and drawing and the use of physical and visual environments as a means for understanding and contemplation.

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Wanting: Teaching Economics as Contemplative Inquiry

A webinar with Daniel Barbezat, Professor of Economics, Amherst College. Prof. Barbezat discusses contemplative pedagogy and the use of introspective exercises in his course, “Consumption and the Pursuit of Happiness.” First-person exercises on this subject are especially poignant for students, as they can directly discover the impact of their own wanting and how it affects their own economic decisions and the markets around them.

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The Mindful Teacher

A webinar with Steven Emmanuel, Professor of Philosophy, Virginia Wesleyan College.

In discussions about contemplative pedagogy a great deal of attention has been devoted to practical applications of mindfulness in the classroom (what we might call “mindfulness-based pedagogy”). The tendency in this approach is to view mindfulness as a type of technology that can be used to enhance the quality and effectiveness of the teaching and learning experience.

While there are many wonderful benefits of this approach, it generally abstracts mindfulness from its historical roots as a practice aimed at moral and spiritual development. The purpose of this presentation is to recover the value of traditional meditation practice as a means of cultivating the capacities or virtues characteristic of the mindful teacher.

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Legal Education as Contemplative, Multicultural Inquiry

A webinar with Rhonda Magee, Professor of Law at the University of San Francisco.

This webinar examined how we can better develop the cognitive, personal and interpersonal skills necessary to identify and effectively dismantle structures of privilege and subordination in our midst. How can we better learn, work and thrive together in diverse communities as we seek to create a more just world?

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The Neuroscience of Somatic Attention: a key to unlocking a foundational contemplative practice for educators

A webinar with Dr. Catherine Kerr, Department of Family Medicine at the Warren Alpert School of Medicine and Brown Contemplative Studies Initiative, Brown University. Somatic Attention can be a foundational practice for educators. Empathy, “gut sense,” and improved attention skills are all enhanced by somatic attention practice, especially the somatic attentional components of mindfulness meditation. Dr. Kerr discusses brain mechanisms underlying somatic attention practice and engages in a few brief somatic attention exercises in order to directly “unlock” key practice components related to basic brain processes.

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Sentipensante Pedagogy and Contemplative Practice

Presented by Laura Rendon, Professor of Educational Leadership and Policy Studies, and Vijay Kanagala, Postdoctoral Fellow, University of Texas-San Antonio. Sentipensante pedagogy offers a transformative vision of education that emphasizes the harmonic, complementary relationship between the sentir of intuition  and the pensar of intellect and scholarship; between teaching and learning; between formal knowledge and wisdom; and between Western and non-Western ways of knowing.

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Contemplative Pedagogies in Geosciences

Jill Schneiderman, Professor of Earth Science, Vassar College, gives examples of different types of contemplative practices that she has used in a variety of geoscience courses. Earth science content that has proven suitable for illumination with contemplative techniques includes geologic time, chemical and physical weathering, and characteristics for distinguishing different mineral groups.

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