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Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy.
Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy.
OBJECTIVE:Mindfulness-based interventions have been shown to have psychological benefits in college students. We explored the effects of an academic Seminar on Compassion on student psychological health.
PARTICIPANTS:
Forty-one participants (14 male, 27 female, mean age 19.8 ± 1.4 years) were assessed pre- and post- spring semesters 2013 and 2014.
METHODS:
Students were randomized to the Seminar on Compassion or a wait-list control group. Participants completed self-report measures on anxiety, depression, perceived stress, self-compassion, compassion and mindfulness. Salivary alpha-amylase was also assessed.
RESULTS:
At baseline, self-compassion and mindfulness were negatively correlated with depression, anxiety, and perceived stress. There were significant changes between the intervention and control group from Time 1 to Time 2 in mindfulness, self-compassion, compassion, and salivary alpha-amylase; however, there were no significant changes in depression, anxiety, and perceived stress.
CONCLUSIONS:
The course was effective in increasing mindfulness, self-compassion and compassion, and decreasing a salivary marker of stress.
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What is contemplative pedagogy and how is it practiced in Religious Studies classrooms? Contemplative pedagogy cultivates inner awareness through first-person investigations, often called “contemplative practices.” Contemplative teaching practices range widely: silent sitting meditation, compassion practices, walking meditation, deep listening, mindfulness, yoga, calligraphy, chant, guided meditations, nature observation, self-inquiry, and many others. Since narrative is a mode of instruction prevalent in contemplative literature, the article includes first-hand reflections from students and a narrative account of how an initially skeptical professor came to incorporate contemplative teaching methods into her courses. It expands from the personal narratives to highlight the work of many contemplative professors in the field. These real-life examples are put into the context of recent publications on shifts in higher education and meditation research. The article seeks to demonstrate the power of contemplative teaching to fulfill many hopes for liberal arts learning. Of particular importance is its emphasis on interior qualities of lifelong impact, such as self-knowledge and ethical cultivation.
Meditation and the Classroom inventively articulates how educators can use meditation to educate the whole student. Notably, a number of universities have initiated contemplative studies options and others have opened contemplative spaces. This represents an attempt to address the inner life. It is also a sign of a new era, one in which the United States is more spiritually diverse than ever before. Examples from university classrooms and statements by students indicate benefits include increased self-awareness, creativity, and compassion.The religious studies scholars who have contributed to this book often teach about meditation, but here they include reflections on how meditation has affected them and their teaching. Until recently, though, even many religious studies professors would find sharing meditation experiences, let alone teaching meditation techniques, a breach of disciplinary and academic protocols. The value of teaching meditation and teaching about meditation is discussed. Ethical issues such as pluralism, respect, qualifications, power and coercion, and avoiding actual or perceived proselytization are also examined. While methods for religious studies are emphasized, the book provides valuable guidance for all those interested in this endeavor.
Meditation and the Classroom inventively articulates how educators can use meditation to educate the whole student. Notably, a number of universities have initiated contemplative studies options and others have opened contemplative spaces. This represents an attempt to address the inner life. It is also a sign of a new era, one in which the United States is more spiritually diverse than ever before. Examples from university classrooms and statements by students indicate benefits include increased self-awareness, creativity, and compassion.The religious studies scholars who have contributed to this book often teach about meditation, but here they include reflections on how meditation has affected them and their teaching. Until recently, though, even many religious studies professors would find sharing meditation experiences, let alone teaching meditation techniques, a breach of disciplinary and academic protocols. The value of teaching meditation and teaching about meditation is discussed. Ethical issues such as pluralism, respect, qualifications, power and coercion, and avoiding actual or perceived proselytization are also examined. While methods for religious studies are emphasized, the book provides valuable guidance for all those interested in this endeavor.
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