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CONTEMPLATIVE PEDAGOGIES INITIATIVE

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Contemplative pedagogy to promote reflection and well-being

In recognition of the transformation we are all undergoing, the Centre for Teaching and Learning (CTL) is leading a Contemplative Pedagogy initiative in support of the teaching and learning community.

As we emerge from the isolation of remote work and teaching, it is important to focus on restoring and enhancing our well-being in order to re-energize our relationship with teaching and learning. Mindfulness, compassion and contemplative pedagogy offer entry points to starting new practices which support safe, welcoming and healthy learning environments.

Mindful Self-Compassion (MSC), as evidenced in the research of Dr. Kristen Neff and Dr. Christopher Germer, is proven to reduce stress, increase connection to others and strengthen emotional resilience. It also offers the possibility of fostering community and action-based compassionate understanding.

The CTL Contemplative Pedagogy initiative includes:

The initiative will also include resources, a speaker series and workshops, a reading circle, and a research component to foster continuous growth and engagement with contemplative practices across higher education.

Learn more about the program and register for a session!

The weekly drop-in meditation sessions are open to Concordia faculty, staff, and students.

Note: Mindful Mondays are taking place each week from January 16 to April 3, 2023 and April 17 to May 1, 2023, inclusive.

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Faculty reading circle on Contemplative Practices

The faculty reading circle aims to explore articles that deepen our understanding of contemplative teaching practices, foster discussion around its impact on instructors and students, and explore various methods of implementing contemplative practice in the classroom and across different disciplines.

Learn more or register for the reading circles here > 

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These programs are funded by Quebec's ministère de l'Enseignement supérieur, through contributions from the Canada-Québec Agreement on Minority-Language Education and Second-Language Instruction.

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