Skip to main content Skip to search
"Listening Dangerously": Dialogue Training as Contemplative Pedagogy
Buddhist-Christian Studies
Format: Journal Article
Publication Year: 2013
Pages: 33
Sources ID: 81701
Notes: ISSN 08820945; ISSN 15279472; ISSN 0882-0945 (print); ISSN 1527-9472 (print)
Visibility: Public (group default)
Abstract: (Show)
Contemplative pedagogies in higher-education classrooms employ methods adapted from meditative practices in great religious traditions in order to enhance student learning and to fulfill the historic purpose of a liberal arts education: to discover the nature of human life. Our Western education systems were originally derived from religious settings in which questions about what it means to be human were paramount. Over the centuries, through the influences of the European Enlightenment, modern science, and postmodernism, questions about personal identity and the meaning of life increasingly have been removed from our classrooms and deemed inappropriate for the university. Now, in a rebalancing of priorities in higher education, the pendulum is swinging the other direction, largely driven by the insistence of our students, who indicate the centrality of religion and spirituality in their expectations of college curricular and cocurricular offerings.