Supporting faculty in applying or improving their application of contemplative practices in their classroom to promote well-being and a compassionate classroom, to further course goals, and to support learning.
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.
This interest group is for faculty who wish to:
Intentionally adopt culturally-appropriate contemplative practicesin teaching and learning using a trauma-sensitive lens;
Explore the work of contemplative pedagogy scholars who report on the impact of evidence-based contemplative practices on students and faculty;
Learn from their peers; and
Re-energize their relationship with teaching and learning