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Spirituality is becoming an increasingly significant aspect of contemporary art education theory. The manner in which one conceives of holistic art education curricula is partially shaped by one's understanding of a more spiritual approach to reflective thinking and practice in teacher education. Definitions of reflective practice and spirituality, as they are interwoven in art, are provided. Focally, the results of research on artist/teachers and the manifestation of spiritual reflective practice are presented in conjunction with the implications of those research results for preservice art education.
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The specific aim of this course is development of a university dance curriculum that will link post-modern dance with Tai Chi as it is understood and practiced by the masters of the discipline in China – both as a practice (i.e., as a set of physical movements known as “Tai Chi Chuan”) and as a spiritual discipline (i.e., “Tai Chi”) worthy of scholarly study. A central hypothesis of this course is that the teaching of Tai Chi Chuan in this country – both in academic and experiential contexts – has generally missed the essence of the actual Chinese discipline by concentrating more on the specific physical steps than on the deeper mental and spiritual principles from which it derives. A major goal of the course is to restore to the curriculum those important principles of employing certain meditation techniques that have not been taught here. The course will apply two central principles of Tai Chi in the context of dance: first, the goal of awareness, or softness, which is simply movement based on stillness; and second, the goal of relational physics, or the intention and orientation of the individual to the whole.
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- Practices Specific to Tibetan Buddhism,
- Buddhist Contemplation by Applied Subject,
- Contemplation by Tradition,
- Art and Buddhist Contemplation,
- Kalachakra,
- Visual art and Buddhist Contemplation,
- Practices of Buddhist Contemplation,
- Generation phase (utpattikrama, kyerim),
- Deity yoga (devata-yoga, lhé nenjor),
- Buddhist Contemplation
One of the most remarkable things about the human consciousness is that each of us has the capacity to observe our thoughts and feelings as they arise in our consciousness. Why shouldn?t cultivating this ability to observe one?s own mind in action,becoming more self aware or simply more "conscious" be one of the central purposes of education? Even a cursory look at our educational system makes it clear that the relative amount of attention that higher education devotes to the exterior and interior aspects of our lives has gotten way out of balance. Thus, while we are justifiably proud of our "outer" development in fields such as science, medicine, technology, and commerce, we have increasingly come to neglect our "inner" development the sphere of values and beliefs, emotional maturity, moral development, spirituality, and self understanding. This growing awareness of the importance of spirituality in higher education was recently underscored by the Templeton Foundation through its award of a $1.9 million grant to UCLA?s Higher Education Research Institute to support a large scale longitudinal study of spiritual development in college undergraduates. A pilot study of 3,700 students enrolled at forty-six colleges and universities was initiated in spring 2003, and a full-scale assessment of 90,000 students enrolling at 150 institutions will be initiated in fall 2004. Perhaps the most important thing to keep in mind about spirituality is that is touches directly on our sense of community. More than anything else, giving spirituality a central place in our institutions will serve to strengthen our sense of connectedness with each other, our students, and our institutions. This enrichment of our sense of community will not only go a long way toward overcoming the sense of fragmentation and alienation that so many of us now feel, but will also help our students to lead more meaningful lives as engaged citizens, loving partners and parents, and caring neighbors.
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