Olen Gunnlaugson & Edward W. Sarath 
Contemplative Learning and Inquiry across Disciplines [EPUB ebook] 

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.

Table des matières

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

A propos de l’auteur

Olen Gunnlaugson is Assistant Professor of Leadership and Organizational Development at Université Laval, Canada, and the coeditor (with Sean Esbjörn-Hargens and Jonathan Reams) of
Integral Education: New Directions for Higher Learning, also published by SUNY Press.
Edward W. Sarath is Professor of Music and Director of the Program in Creativity and Consciousness Studies at the University of Michigan and the author of
Improvisation, Creativity, and Consciousness: Jazz as Integral Template for Music, Education, and Society, also published by SUNY Press. At Simon Fraser University, Canada,
Charles Scott teaches Education and Heesoon Bai is Professor of Philosophy of Education. Bai is the coeditor (with Marcia Mc Kenzie, Paul Hart, and Bob Jickling) of
Fields of Green: Restorying Culture, Environment and Education.