Contemplative pedagogy

Contemplative pedagogy promotes reflection and well-being

Personal introspection and contemplation reveal our inextricable connection to each other, opening the heart and mind to true community, deeper insight, sustainable living, and a more just society.  As never before, we are faced with challenges that require both an understanding of technical and analytical reasoning and the ability to sustain inquiries into our connections to ourselves and others. Without a context to develop the awareness of the implications of our actions and a clear idea of what is most deeply meaningful to us, we will continue to act in ways that force us into short term, myopic responses to a world increasingly out of control.

Barbezat & Bush, 2014

Contemplation, described by Hart (2004) as a ‘third way of knowing’ that is complementary to ‘rational and sensory knowing’ has emerged in an array of classroom practices from primary through higher education. Research links contemplative practices to cognitive and character development through activities that improve concentration, self-awareness and overall well-being. 

Contemplative practice in education is distinct from the spiritual roots of contemplation. These practices foster mindfulness and reflection to deconstruct positionality, belief and culture, and thereby allow for deeper learning and inclusive classroom environments.

Benefits of contemplative pedagogy and practices

Contemplative Pedagogy is an approach to teaching and learning that encourages deep learning and character development by cultivating students’ focused attention, reflection, and introspection. It fosters a ‘third way of knowing’ that complements traditional teaching methods and includes various contemplative practices. Refer to the “Tree of Contemplative Practices” to learn more. 

Contemplative practices offer numerous advantages for both instructors and students, including:

• Increase focus and attention on learning tasks and enhance classroom presence;  

• Improve sense of well-being and help reduce stress levels;

• Develop self-awareness, alternative perspectives, and critical thinking skills;  

• Promote whole-person education and flourishing; and

• Encourage students to integrate their own values and experiences and approach learning as a process of personal inquiry.

Contemplative educators at Concordia

The are several instructors and teaching staff at Concordia who are exploring ways in which to integrate contemplative practices to enhance teaching and learning. Here are some examples of their work and practices.

• Rosemary C. Reilly, Full Professor, Applied Human Sciences

• Sara Terreault, Part-time Faculty, Theological Studies, Religions & Cultures, Irish Studies 

• Joseph Siddiqi, Part-time Faculty, Painting & Drawing, Studio Art

• Anne Archambault, Part-time Faculty, Applied Human Sciences 

• Megan Fitzgibbons, Acting Associate University Librarian, Research & Graduate Studies, Concordia University Library

• Theodore Klein, Senior Instructor in Business Administration, Concordia Continuing Education

The purpose of this interest group is to support faculty in integrating or strengthening contemplative practices in their teaching to promote well-being, foster compassionate classrooms, and enhance learning and course outcomes. We meet regularly for discussion, exploration, and guided practice, and new members are welcome.

CTL blog posts about the project