A groundbreaking book on using meditation in education and how it can enhance teaching and learning. Meditation and the Classroom inventively articulates how educators can use meditation to educate the whole student. Notably, a number of universities have initiated contemplative studies options and others have opened contemplative spaces. This represents an attempt to address the inner life. It is also a sign of a new era, one in which the United States is more spiritually diverse than ever before. Examples from university classrooms and statements by students indicate benefits include increased self-awareness, creativity, and compassion. The religious studies scholars who have contributed to this book often teach about meditation, but here they include reflections on how meditation has affected them and their teaching. Until recently, though, even many religious studies professors would find sharing meditation experiences, let alone teaching meditation techniques, a breach of disciplinary and academic protocols. The value of teaching meditation and teaching about meditation is discussed. Ethical issues such as pluralism, respect, qualifications, power and coercion, and avoiding actual or perceived proselytization are also examined. While methods for religious studies are emphasized, the book provides valuable guidance for all those interested in this endeavor.
目次
[Table of Contents]
Acknowledgements p.ix Introduction p.xi-xxv
I. WHY CONTEMPLATIVE PEDAGOGY? THE RELIGIOUS STUDIES DIALOGUE 1. The Convergence of Liberal Education and Contemplative Education—Inevitable? p.3-12 2. Meditation and Education: India, Tibet, and Modern America p.13-21 3. Contemplative Studies: Can It Flourish in the Religious Studies Classroom? p.23-37 4. Contemplative Studies and the Art of Persuasion: The Institutional Challenge p.39-44
II. THE CONTEMPLATIVE PROFESSOR 5. From Content, to Context, to Contemplation: One Professor’s Journey p.47-64 6. The Collective Dynamics of Contemplative Practice p. 65-74 7. The Mindful Teacher as the Foundation of Contemplative Pedagogy p.75-83 8. Compassion Beyond Fatigue: Contemplative Training for Educators and Other Helping Professionals p.85-94 9. Field Notes from a Daoist Professor p.95-103
III. CRITICAL ISSUES IN CONTEMPLATIVE TEACHING 10. Training the Heart Responsibly: Ethical Considerations in Contemplative Teaching p.107-120 11. Invitation and Coercion in Contemplative Pedagogy p.121-128 12. Interiority and Higher Education: The Neurophenomenology of Contemplation p.129-138
IV. CONTEMPLATIVE-BASED COURSES 13. Embodied Contemplative Learning: Aikido as a Case Study p.141-146 14. Reflections on Theory and Practice: The Case of Modern Yoga p.147-153 15. Sustaining Life: Contemplative Pedagogies in a Religion and Ecology Course p.155-161 16. Adab: Courteous Behavior in the Classroom p.163-169 17. Experiencing Medieval Christian Spirituality p.171-175
V. CONTEMPLATIVE EXERCISES FOR THE CLASSROOM 18. Awareness Practices in an Undergraduate Buddhism Course p.179-185 19. Contemplative Inquiry: Beyond the Disembodied Subject p.187-193 20. Love of Wisdom Puts You on the Spot: The Warrior Exam p.195-201 21. A Meeting of the Minds in Cyberspace: Eco-contemplative Methods for Online Teaching p.203-207 22. Mindfulness in the History Classroom: Teaching as Interbeing p.209-215 23. Two Contemplative Practices that Animate the Study of Religion p.217-221 24. Mindfulness and Contemplative Practice in Art and Religion p.223-226
VI. CONCLUSION: DOES IT WORK? EVALUATIONS FROM OUR STUDENTS 25. Emotional Learning: Re-cognizing Emotion and Thought in a Buddhism Course p.229-235 26. Meditation in the Classroom: What Do the Students Say They Learn? p.237-249
Selected Bibliography p.251-258 List of Contributors p.259-265 Index p.267-279
