Contemplative Pedagogy

Contemplation’s Pedagogical Role

(source: Contemplative Pedagogy at Vanderbilt University)

Contemplative pedagogy involves teaching methods designed to cultivate deepened awareness, concentration, and insight. Contemplation fosters additional ways of knowing that complement the rational methods of traditional liberal arts education. As Tobin Hart states, “Inviting the contemplative simply includes the natural human capacity for knowing through silence, looking inward, pondering deeply, beholding, witnessing the contents of our consciousness…. These approaches cultivate an inner technology of knowing….” This cultivation is the aim of contemplative pedagogy, teaching that includes methods “designed to quiet and shift the habitual chatter of the mind to cultivate a capacity for deepened awareness, concentration, and insight.” Such methods include journals, music, art, poetry, dialogue, questions, and guided meditation.

In the classroom, these forms of inquiry are not employed as religious practices but as pedagogical techniques for learning through refined attention or mindfulness. Research confirms that these contemplative forms of inquiry can offset the constant distractions of our multi-tasking, multi-media culture. Thus, creative teaching methods that integrate the ancient practice of contemplation innovatively meet the particular needs of today’s students.

Contemplative Pedagogy at Montclair State

Interactive Workshops
Contemplative Pedagogy: Best Practices

All Montclair State faculty and staff are invited to join us as we explore best practices in Contemplative Pedagogy, a holistic approach to thoughtful teaching, mindful awareness, and curricular development. In this interactive workshop, Dr. David Lee Keiser will present examples of best practices from around the world, around the nation, and happening right here at Montclair State. Instructors interested in creating a mindful approach to their pedagogical practice will appreciate a chance to explore various methods of integrating contemplative practice. Examples will be provided from an array of disciplines and institutions, including The University of Michigan, Brown and Vanderbilt Universities, The Center for Contemplative Mind in Society and The Garrison Institute. There will be ample time for discussion and modeling of secular contemplative practices. 

**Next workshop: TBA. Check back frequently for news & updates.**

Faculty & Staff Working Group

  • Group Leader: Dr. David Lee Keiser, Curriculum & Teaching
  • Faculty: Dr. Cigdem P. Talgar, Interim Director, Research Academy for University Learning, Psychology
  • Faculty: Dr. Michael Kruge, Biology
  • Faculty: Dr. Maughn Gregory, Educational Foundations
  • Faculty: Jhon Velasco, Health and Nutrition Sciences
  • Faculty: Dr. Aditya Adarkar, Classics & General Humanities
  • Staff: Esmilda Abreu, Director, Equity and Diversity
  • Staff: Susan Hagen, Department Administrator, Curriculum and Teaching
  • Staff: Julie R. Dalley, Assistant Director, Research Academy for University Learning, English

Meditation in Higher Education

The research article Toward the Integration of Meditation into Higher Education: A Review of the Research, Shapiro, Brown and Astin (2008) is a helpful place to start to review the scholarship and emergence of contemplation in higher education. The article demonstrates that "these practices may help to foster important cognitive skills of attention and information processing, as well as help to build stress resilience and adaptive interpersonal capacities."

In addition, this paper "illustrates how meditation complements and enhances educational goals by helping to develop traditionally valued academic skills. Additionally, the practice of meditation can support important affective and interpersonal capacities that foster psychological well-being and the development of the "whole person."

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