LEADER 05425nam 2200709 a 450 001 9910453538203321 005 20200520144314.0 010 $a1-118-70917-9 010 $a1-118-70906-3 035 $a(CKB)2550000001064648 035 $a(EBL)1216291 035 $a(OCoLC)851160778 035 $a(SSID)ssj0000971349 035 $a(PQKBManifestationID)12439333 035 $a(PQKBTitleCode)TC0000971349 035 $a(PQKBWorkID)10930254 035 $a(PQKB)10173100 035 $a(OCoLC)851417422 035 $a(MiAaPQ)EBC1216291 035 $a(Au-PeEL)EBL1216291 035 $a(CaPaEBR)ebr10722535 035 $a(CaONFJC)MIL499165 035 $a(EXLCZ)992550000001064648 100 $a20150303d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aContemplative studies in higher education$b[electronic resource] /$fLinda A. Sanders, editor 210 $aSan Francisco, Calif. $cJossey-Bass$dc2013 215 $a1 online resource (114 p.) 225 1 $aNew Directions for Teaching and Learning ;$vNumber 134 300 $a"Summer 2013." 311 $a1-118-70098-8 311 $a1-299-67915-3 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aTitle page; Copyright page; Contents; From the Series Editor; About This Publication; About This Volume; Preface; 1: Peak Oil, Peak Water, Peak Education; The Big Picture; Characteristics of Contemplative Education; Theism and Secularism.; Listening to Others.; Diversity.; Listening to Oneself.; Contemplative Listening Online; Nature and "Interbeing"; Of Birds and Dinosaurs; References; 2: Contemplative Science: An Insider Prospectus; Part 1: How a Deemphasis of First-Person Experience Has Affected Science and Medicine; Science.; Medicine.; Part 2: The Science of Contemplative Practices 327 $aThe Self in the Brain.Meditation and the Self.; Meditation in Medicine: Effects on Clinicians.; Part 3: Contemplative Institutions; Postscript; References; 3: Contemplative Practices and the Renewal of Legal Education; The Good News: The Increasing Embrace of Contemplative Approaches to Law Within the Academy; What's Going On?; Why This Is Really, Really Good News.; The Challenges: Evidence of Reluctance to Embrace Mindfulness and Other Contemplative Practices; What a Supportive (or Merely Curious) Law Faculty Member Can Do to Help; Conclusion; References 327 $a4: Birthing Internal Images: Employing the Cajita Project as a Contemplative Activity in a College ClassroomThe Cajita Project; Birthing Internal Images: Employing The Cajita Project; Step I. Introducing the Cajita Project.; Step II. Conceptualizing and Creating the Cajita.; Step III. Cajita Gallery Walk.; Preparation for the Cajita Project.; Challenges to Implementing the Cajita Project.; References; 5: Integrating Contemplative Education and Contemporary Performance; MFA Faculty Characterize Contemplative Education; MFA Students Characterize Contemplative Education 327 $aContemplative Education and the Development of Presence-in-PerformanceContemplative Education and the Development of Aesthetic Perspectives; Learning as Embodied Meaning Making; Conclusion; Postscript; References; 6: The Formation and Development of the Mindful Campus; The Mindful Campus Faculty Group; The Mindful Campus Student Group; The Mindful Campus: AY 2011-2012; References; 7: Koru: Teaching Mindfulness to Emerging Adults; Emerging Adults; Mindfulness; Critical Teaching Elements; Organizational Factors.; Teaching Factors.; Student Factors.; Koru and Transformation; References 327 $a8: Contemplative Pedagogy: A Quiet Revolution in Higher EducationThe Practices; Mindfulness.; Concentration.; Open Awareness.; Sustaining Contradictions.; Transformative Education; The Deeper Significance of Knowing; The Quiet Contemplative Revolution; The Ethic, Epistemology, and Ontology of Our Teaching; References; Index 330 $a The complexities of 21st-century life-personal, social, cultural, and environmental-demand thoughtful responses, responses fostered and enhanced through contemplative experience. Contemplative education includes studies of the history, psychology, and socialcultural context of such experience, as well as the development of experiential knowledge through one or more personal practices. Contemplative education has recently emerged in the academy. Although there has been significant published discussion of postsecondary courses and programs that incorporate contemplative views and practi 410 0$aNew directions for teaching and learning ;$vno. 134. 606 $aContemplation$xStudy and teaching (Higher) 606 $aMeditation$xStudy and teaching (Higher) 606 $aUniversities and colleges$xCurricula 606 $aEducation, Higher$xCurricula 608 $aElectronic books. 615 0$aContemplation$xStudy and teaching (Higher) 615 0$aMeditation$xStudy and teaching (Higher) 615 0$aUniversities and colleges$xCurricula. 615 0$aEducation, Higher$xCurricula. 676 $a248.34 701 $aSanders$b Linda A$0949237 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453538203321 996 $aContemplative studies in higher education$92145523 997 $aUNINA