Introduction to Contemplative Pedagogy

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Introduction to Contemplative Pedagogy

• Arthur Zajonc Mirabai Bush
• Association for Contemplative
• Mind in Higher Education
• Webinar, February 18, 2009

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Uses of Contemplative Exercises

• In class
• Exercises that support learning.
• Attention
• Emotional balance
• Integration of contemplation into the disciplines.

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Cultivating Attention

• Posture that supports the practice
• Settling the body and the mind
• Attending to a simple object
• (breath, paper clip, memory image)
• Returning to the classroom
• Optional
• Descriptive writing
• Observation, in pairs
• Classroom discussion

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Lemniscate of Attention
Focused Attention
Open Awareness
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Openness

• The Master doesnt seek fulfillment,
• Not seeking, not expecting
• She is present, and can welcome all things.
• Tao Te Ching 15
• Grace fills empty spaces but it can only enter
  where there is a void to receive it, and it is
  grace itself which makes the void.
• Simone Weil

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Using the Lemniscate of Awareness

• Posture, settling and attending
• Place the content (image, word, natural
  phenomenon, question, concept) into the center
  of attention.
• Move slowly between Focused Attention and Open
  Awareness, two or three times.
• Return with journaling and conversation.

Every object, well-contemplated, opens a new
organ in us. Goethe
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Publications

• Education Research Review, Shapiro et al
• on our Website
• Teachers College Record, vol. 108, Sept 2006
• Meditation as Contemplative
• Inquiry Arthur Zajonc

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Upcoming events

• April 24-26 Association conference at Amherst
  College
• August 9-14 Summer school at Smith College
• November 12-15Faculty retreat
• For more information
• www.contemplativemind.org
• To join the Association
• www.acmhe.org