LEADER 08888nam 22007813 450 001 9911046708903321 005 20210901203117.0 010 $a9781438472843 010 $a1438472846 024 7 $a10.1515/9781438472843 035 $a(CKB)4100000007591549 035 $a(MiAaPQ)EBC5667606 035 $a(Au-PeEL)EBL5667606 035 $a(CaPaEBR)ebr11651978 035 $a(OCoLC)1084251995 035 $a(BIP)065563049 035 $a(DE-B1597)683095 035 $a(DE-B1597)9781438472843 035 $a(Perlego)2672249 035 $a(EXLCZ)994100000007591549 100 $a20210901d2019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCatalyzing the Field $eSecond-Person Approaches to Contemplative Learning and Inquiry 205 $a1st ed. 210 1$aAlbany :$cState University of New York Press,$d2019. 210 4$d©2019. 215 $a1 online resource (262 pages) 311 08$a9781438472829 311 08$a143847282X 311 08$a9781438472836 311 08$a1438472838 327 $aIntro -- Contents -- Introduction -- The Intersubjective Turn -- Theory and Practice -- Practice in the Intersubjective Realms of Contemplative Inquiry -- The Chapters -- References -- 1. Mindfulness In Education: Contemplative Inquiry in a Community of Learners -- Respect -- Gentleness -- Intimacy -- Vulnerability -- Participation -- Outcomes of Contemplative Inquiry: Insight and Transformation -- Insight -- Transformation -- Teachers as Learners -- Notes -- References -- 2. Meditating Together, Speaking from Silence: The Theory and Practice of Interpersonal Mindfulness -- History of Insight Dialogue -- The Guidelines -- The Back Story: Why a Course in Interpersonal Mindfulness? -- A Bohmian View of Proprioception -- Paulo Freire: Dialogue and the Pedagogy of Liberation -- Right Speech: Interpersonal Mindfulness and the Buddha -- Contemplation: The Boston Marathon Bombings -- Notes on Mirror Neurons, Insight Dialogue, and Interpersonal Neurobiology -- Final Thoughts -- Notes -- References -- 3. Intersubjectivity in the Holistic Teaching of the Sociology of Religion at Glendon College in Toronto -- Struggle and Growing Conviction -- Multifaceted Contemplative-Intersubjective-Holistic Learning in Sociology -- Holistic Pedagogy Fosters Equanimity and Raises Group Self-Awareness -- Holistic Pedagogy Increases Mindfulness of the Teacher-Student Copresence -- Conclusion: Possibilities of Development of an Intersubjective-Contemplative-Holistic Approach to Sociology -- Notes -- References -- 4. Being With Horses as a Practice of the Self-with-others: A Case of Getting a FEEL for Teaching -- Joining Up -- Finding a Connection -- Moving Alongside -- Pedagogical Connections -- References -- 5. A Disciplined Practice of Collaboratively Working on Teaching as Contemplative Professional Practice. 327 $aA Framework for First-Person Contemplative Practice: Teaching as Contemplative Professional Practice -- Second-Person Contemplative Practice: Collaboratively Working across First-Person Experiences -- Second-Person Forms of Contemplative Practice -- What Our Second-Person Form of Contemplative Practice Looked Like -- What and How We Learned from Our Second-Person Form of Contemplative Practice -- Exchange 1 -- Exchange 2 -- Exchange 3 -- Conclusion: The Role of Second-Person Contemplative Practice for Teaching as Contemplative Professional Practice -- References -- 6. Awakening to Wholeness: Aikido as an Embodied Praxis of Intersubjectivity -- Intersubjectivity through Aikido -- Vignette #1: Harmonizing with the Universe -- Musubi -- De-ai and Ma-ai -- Importance of Practice for Experiencing Intersubjectivity -- From "Ki-Joining" to Indivisible Wholeness: Aikido Training -- Four Principles of Mind-Body Coordination -- Five Principles of Mind-Body Coordination in Aikido -- Vignette #2: Mirrorboxing: From Self-Projection to Reflection and Synchrony -- Vignette #3: Aikido as Embodied, Nonresistant Leadership -- Closing: Transformative Pedagogy as Human Interdependence -- Notes -- References -- 7. Self, Other, and the System -- Introducing My Pedagogical Work in Its Context -- Intersubjectivity in Educational Settings -- What Brain Science Tells about Learning -- Essential Pedagogical Abilities -- Tracking -- Affect Attunement -- Alignment -- Resonance -- Intersubjective Relational Field -- Self-Regulation -- Neuroception -- Learning Communities: A Dynamic Process -- Tools for Creating a Learning Community -- 1) The System for Analyzing Verbal Interaction (Savi) -- 2) Safety Through Resonance with Similarities:Systems-Centered Training (Sct) -- Phases of Working Groups and Their Process -- Subgroups -- A Demonstration: The Process in Action -- Centering. 327 $aUsing our Muscles to Center: An Example Exercise -- Centering and Intersubjectivity in Contemplative Education-A Portrayal -- Boundaries -- Summary and Final Thoughts -- References -- 8. Walking Steps: Contemplative Wanderings with Humanbecoming -- Honoring and Incorporating Contemplative Pedagogy and Practice -- How Are Contemplative Pedagogy and Contemplative Practices Understood? -- How Is the Concept (or Experience) of Intersubjectivity Understood? -- Course Example and Pedagogical Changes -- Pedagogical Changes -- Introducing the Pedagogical Approach -- Awareness Notes -- Contemplative Practices -- Aligning Content and Process -- Interweaving, Resonating, and Parallel Discussions -- Illimitability -- Freedom -- Paradox -- Student Ponderings -- Faculty Ponderings -- References -- 9. Contemplative Learning: A Second-Person Approach to Physical Fitness -- Neuroscientific Groundwork -- Primary Intersubjectivity -- Secondary Intersubjectivity -- Tertiary Intersubjectivity -- Fourth Level of Intersubjectivity -- Case Study -- Being Image -- First-Person Efforts -- Second-Person Collaborative Participation -- Challenges -- Summary -- Notes -- References -- 10. Teaching Creativity and Building Community in the Undergraduate Classroom: Self-Awareness, Empathy, and Character through Relational and Contemplative Practice -- Interdisciplinary Expressive Arts -- Self-Awareness, Empathy, and Character -- Self-awareness -- Empathy -- Character -- IDEA 1100-Interdisciplinary Foundations -- Learning Contract -- Weekly Reflections -- Group Project -- Peer Tutors -- Text -- Assessment and Final Skills Interview -- The Personal and Relational Context of Creating Together -- Interpersonal Suffering and Relational Mindfulness -- The Practice: Mindful Speaking/Listening and Class Check-In -- Teaching Creativity through Group Contemplative Arts Practice. 327 $aEnsoŻ Painting -- End of Course Student Reflections -- Constructive Alignment -- Closing Personal Reflections -- Note -- References -- 11. A Three-tiered Monastic Approach to Intersubjective Dialogue for Application Within Higher Education -- Intersubjective Dialogue-Listening to the Voice within the Text -- Intersubjective Dialogue-Listening to the Self -- Intersubjective Dialogue-Listening to Others -- Class Dialogue -- Listening Cafe?s -- Summary -- Notes -- References -- 12. No Mind in Community: Cultivating "Fields in Good Heart" in an Intellectual and Professional Praxis-Enhancing Commons -- Introduction -- The Commons -- Communitas -- The Tea Ceremony -- Each and Every One of Us -- Honoring the Space -- Reincorporation -- Skunkworks -- Checking In -- Concluding Thoughts -- Notes -- References -- Contributors -- Index. 330 $aA rich collection of essays about the inner, shared experiences of participants engaged in second-person approaches to contemplative practice. 606 $aCollege teaching$xPsychological aspects$vCase studies 606 $aContemplation$vCase studies 606 $aEducation, Higher$xPsychological aspects$vCase studies 606 $aIntersubjectivity$vCase studies 606 $aMindfulness (Psychology)$vCase studies 606 $aReflective learning$vCase studies 606 $aTransformative learning$vCase studies 606 $aEDUCATION / Higher$2bisacsh 615 0$aCollege teaching$xPsychological aspects 615 0$aContemplation 615 0$aEducation, Higher$xPsychological aspects 615 0$aIntersubjectivity 615 0$aMindfulness (Psychology) 615 0$aReflective learning 615 0$aTransformative learning 615 7$aEDUCATION / Higher. 676 $a370.15/23 700 $aGunnlaugson$b Olen$01196241 701 $aScott$b Charles$0336121 701 $aBai$b Heesoon$01870771 701 $aSarath$b Edward W$01870772 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911046708903321 996 $aCatalyzing the Field$94479295 997 $aUNINA