Interiority and Education Exploring the Neurophenomenology of Contemplation and Its Potential Role in Learning
Journal of Transformative Education
Format:
Journal Article
Publication Year:
n.d.
Pages:
235-250
Sources ID:
22212
Visibility:
Private
Zotero Collections:
Contemplation by Applied Subject, Theories of Learning and Contemplation, Education and Contemplation
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.