Catalyzing the Field presents a diverse series of applied case studies about the second-person dimension of contemplative learning in higher education. As a companion volume to the editors‘ previous book,
The Intersubjective Turn, the contributors to this book explore various pedagogical scenarios in which intentional forms of practice create and guide consciousness. Their essays demonstrate that practice is not only intellectual, but somatic, phenomenological, emotional, and spiritual as well. Along with their first book,
Contemplative Learning and Inquiry across Disciplines, the editors craft an essential body of work that affirms the fundamental importance of contemplative practice in institutions of higher learning.
Inhaltsverzeichnis
Introduction
Olen Gunnlaugson, Charles Scott, Heesoon Bai, and
Edward W. Sarath
1. Mindfulness in Education: Contemplative Inquiry in a Community of Learners
Kathryn Byrnes and
Jessica S. Caron
2. Meditating Together, Speaking from Silence: The Theory and Practice of Interpersonal Mindfulness
Nancy Waring
3. Intersubjectivity in the Holistic Teaching of the Sociology of Religion at Glendon College in Toronto
Véronique Tomaszewski
4. Being with Horses as a Practice of the Self-with-Others: A Case of Getting a FEEL for Teaching
Stephen J. Smith and
Karen La Rochelle
5. A Disciplined Practice of Collaboratively Working on Teaching as Contemplative Professional Practice
Thomas Falkenberg and
Michael Link
6. Awakening to Wholeness: Aikido as an Embodied Praxis of Intersubjectivity
Michael A. Gordon
7. Self, Other, and the System
Ian Macnaughton
8. Walking Steps: Contemplative Wanderings with Humanbecoming
Deborah Sally Thoun, Anne Bruce, and
Coby Tschanz
9. Contemplative Learning: A Second-Person Approach to Physical Fitness
Sally K. Severino and
M. Andrew Garrison
10. Teaching Creativity and Building Community in the Undergraduate Classroom: Self-Awareness, Empathy, and Character through Relational and Contemplative Practice
Sean Park
11. A Three-Tiered Monastic Approach to Intersubjective Dialogue for Application within Higher Education
Mary Keator
12. No Mind in Community: Cultivating “Fields in Good Heart” in an Intellectual and Professional Praxis-Enhancing Commons
Arden Henley
Contributors
Index
Über den Autor
Olen Gunnlaugson is Associate Professor of Leadership and Organizational Development at Université Laval, Canada.
Charles Scott is Associate Professor of Education at City University of Seattle and Adjunct Professor of Education at Simon Fraser University, Canada.
Heeson Bai is Professor of Education at Simon Fraser University, Canada. Edward W. Sarath is Professor of Music and Director of the Program in Creativity and Consciousness Studies at the University of Michigan.
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