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Embracing Contemplative Pedagogy in a Culturally Diverse Classroom
Format: Journal Article
Publication Date: Nov 30, 2016
Pages: 15 - 26
Sources ID: 68126
Visibility: Public (group default)
Abstract: (Show)
With researchers (e.g., Shapiro, Brown, & Astin, 2011) substantiating the beneficial effects of meditation and other contemplative practices in educational settings, advocates and practitioners ofcontemplative pedagogy have proposed integrating these approaches into the curriculum to help learners reach the highest standards of what it means to be educated in a complex, ever-changing world. Through contemplative processes, a deep, holistic learning experience can be generated that activates and deepens an individual’s outer learning outcomes, such as critical thinking, information processing, and academic achievement. Inner awareness can also be fostered, including a developing a sense of purpose, concentration, and presence; enhancing psychological well-being; becoming creative; developing self-compassion; and fostering positive interpersonal relationships (Rendón, 2009; Shapiro et al., 2011).