Contemplative studies in higher education [[electronic resource] /] / Linda A. Sanders, editor

• Pubblicazione: San Francisco, Calif., : Jossey-Bass, c2013
• Descrizione fisica: 1 online resource (114 p.)
• Disciplina: 248.34
• Soggetto topico: Contemplation - Study and teaching (Higher); Meditation - Study and teaching (Higher); Universities and colleges - Curricula; Education, Higher - Curricula
• Altri autori: SandersLinda A
• Note generali: "Summer 2013."
• Nota di bibliografia: Includes bibliographical references at the end of each chapters and index.
• Nota di contenuto: Title 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 ; The 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 ; 4: 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 ; Contemplative 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 ; 8: 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
• Sommario/riassunto: 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
• Titolo autorizzato: Contemplative studies in higher education
• ISBN: 1-118-70917-9; 1-118-70906-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910779765303321
• Lo trovi qui: Univ. Federico II
• Serie: New directions for teaching and learning ; ; no. 134.