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.
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.
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.
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
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.
The CTL contemplative pedagogy initiative included multiple components.
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 faculty reading circle were gatherings 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.
These programs were 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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