Contemplative Pedagogies FIG: Poetry for Contemplative Pedagogy – Part 2

This interest group supports 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.

We will be meeting regularly for discussion, exploration and guided practice to get first-hand experience with different practices; experimenting to receive peer feedback; inviting members to lead thematic sessions; and potentially co-creating resources to support our practices.

This interest group is for faculty who wish to:

• Intentionally adopt culturally-appropriate contemplative practices in 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

The practice of reading or listening to poetry engages and cultivates the consciousness of the whole person. While stimulating affective and aesthetic responses, it has been shown also to enhance cognitive functions like flexible thinking and the ability to understand complex, multiple meanings. These skills promote the robust, holistic thinking so important to intentional everyday thinking, and essential to disciplined, critical academic engagement.

Reflective reading and listening have also been central to Christian contemplative spirituality. Lectio Divina (Latin for “divine reading”) originated in ancient monastic contexts; it has since become an integral part of many Christians' daily practice. Conceived as a method for deep, holistic reading of religious texts, it is especially suited to deep, disciplined, and creative reading of and listening to poetry.

We will explore poetry for contemplative pedagogy in two meetings. In the first meeting (Nov 8, 2024), we stimulated an experience of the distinction between poetic and prose consciousness.

In this second meeting, we will read a two-row poem together, following the four steps of Lectio Divina (traditionally, 1) Lectio: reading/listening, 2) Meditatio: reflection; 3) Oratio: prayer, 4) Contemplatio: resting in Divine Presence), modified for our FIG context as 1) Reading/Listening, 2) Reflection, 3) Response, 4) Silent Sitting. We will work with the poem within the framework of the Two-Row Wampum Belt tradition of the Haudenosaunee.