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Interiority and Education Exploring the Neurophenomenology of Contemplation and Its Potential Role in Learning
Journal of Transformative Education
Format: Journal Article
Pages: 235-250
Sources ID: 22212
Visibility: Public
Abstract: (Show)
This article explores the concept of interiority as it relates to education and contemplation. Primarily, four general dimensions of consciousness related to learning are examined: presence, clarity, detachment, and resilience. The direct experience of these states and processes are described and explored in light of contemporary research on the neuro-physiologic correlates of various contemplative practices. This neurophenomenological approach considers the evidence and argument for the value of contemplation in education.