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Learning as a Path, Not a Goal: Contemplative Pedagogy – Its Principles and Practices teth_689
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Fran Grace University of Redlands Abstract. 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. How do we prepare students to cultivate their own inner resources of spirit and moral courage? How do we enable them to engage moral and social dilemmas with clarity about their own values . . . ? And, how, without proselytizing, do we foster students’ own development of character, conscience, and examined values? – AACU, College Learning for the New Global Century What is Contemplative Pedagogy? Contemplative pedagogy cultivates inner awareness through first-person investigations, often called “contemplative practices.” Contemplative practices in the classroom range widely: silent sitting meditation, compassion practices, walking meditation, deep listening, mindfulness, yoga, calligraphy, chant, guided meditations, nature observation, selfinquiry, and many others. In some courses, contemplative teaching involves periods of silence in which students are invited to be aware of the present moment. In other courses, contemplative methods are thoroughly integrated into assignments, exams, and discussion formats. Contemplative process is largely empirical; contemplatives investigate the truth of a claim via their own inner research and first-hand experience. “Come and see” is the common contemplative answer to the question, “What is it?” This was the response of Mother Teresa to questions about her work in Calcutta. And it was the response of the © 2011 Blackwell Publishing Ltd Teaching Theology and Religion, Volume 14, Issue 2, April 2011
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