Jane Brucker, Loyola Marymount University. Christopher Key Chapple is Doshi Professor of Indic and Comparative Theology and Director of the Master of Arts in Yoga Studies at Loyola Marymount University
In this article the alternating voices of colleagues and collaborators Jane Brucker and Christopher Chapple describe their way of using contemplative pedagogies to bring Engaged Learning to their students at Loyola Marymount University. A requirement of the curriculum for all undergraduate students, these courses integrate study and reflection beyond the classroom. As a professor of studio arts, Brucker has developed techniques of awareness that utilize a contemplative approach with students engaged in drawing and creative activity in a studio or off-campus setting. As a professor of comparative theology, Chapple has designed course requirements for meditation experience and field visits that embed his students within the contemplative aspects of Buddhism as well as in communities deeply grounded in environmental action. Grounded in the Jesuit-Marymount concern for educating the ‘whole person’, Brucker and Chapple understand this as engaging students in experiences that include the relationship between the inner experience of meditation and the outward experiences of spirituality, creativity, and nature.
目次
LMU’s tradition and commitment to student engagement 1 Engaged learning and contemplative practice within two disciplines 2 Two ways to begin 3 Observation and integration 5 Slow time 6 On the cushion, in the field 9 Completing the circle 10 Ecology and contemplation 12 Ritual 13 Linking to LMU’s mission: exploring the sacred 14 Linking to LMU’s mission: learning by doing 15 Conclusion 15
