Add to ORKGThe prevailing conception and practice of education perpetuates a civilization saturated with a deep sense of ontological disconnect and axiological crisis in all dimensions of human life. We examine the disconnect from body, senses, and world in the practice of education. We explore the possibilities in the burgeoning contemplative education movement for reconnection offered by holistic, experiential approaches to learning, in particular, contemplative practices that manifest the arts of somatic, sensuous, relational, and contextual awareness
How we know is as important as what we know. However, contemporary pedagogy and curriculum generally...
A review of The Contemplative Mind in the Scholarship of Teaching and Learning by Patricia Owen...
A compelling argument has been made which claims that institutions of higher education focus disprop...
The prevailing conception and practice of education perpetuates a civilization saturated with a deep...
The prevailing conception and practice of education perpetuates a civilization saturatedwith a deep ...
This chapter centralizes the thesis that lack of holism in the way we live our lives manifests as im...
I argue for the use of contemplative practices, such as meditation, journaling, reflection, etc., as...
grantor: University of TorontoMy philosophy of education thesis reconstructs the tradition...
Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education illu...
This paper identifies assumptions about education behind the mainstream North American schooling: th...
Starting with an assertion that philosophy’s prerogative is to propose alternative worldviews and va...
This thesis is concerned with three fundamental questions. First, why does North American higher edu...
The proposed ineffability of subjective experience has meant that it is frequently absent in educati...
All teaching and learning experiences exist within a complexity of contexts which impact those exper...
© 2019 Christopher Thomas McCawThis thesis explores the implications of contemplative practices for ...
How we know is as important as what we know. However, contemporary pedagogy and curriculum generally...
A review of The Contemplative Mind in the Scholarship of Teaching and Learning by Patricia Owen...
A compelling argument has been made which claims that institutions of higher education focus disprop...
The prevailing conception and practice of education perpetuates a civilization saturated with a deep...
The prevailing conception and practice of education perpetuates a civilization saturatedwith a deep ...
This chapter centralizes the thesis that lack of holism in the way we live our lives manifests as im...
I argue for the use of contemplative practices, such as meditation, journaling, reflection, etc., as...
grantor: University of TorontoMy philosophy of education thesis reconstructs the tradition...
Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education illu...
This paper identifies assumptions about education behind the mainstream North American schooling: th...
Starting with an assertion that philosophy’s prerogative is to propose alternative worldviews and va...
This thesis is concerned with three fundamental questions. First, why does North American higher edu...
The proposed ineffability of subjective experience has meant that it is frequently absent in educati...
All teaching and learning experiences exist within a complexity of contexts which impact those exper...
© 2019 Christopher Thomas McCawThis thesis explores the implications of contemplative practices for ...
How we know is as important as what we know. However, contemporary pedagogy and curriculum generally...
A review of The Contemplative Mind in the Scholarship of Teaching and Learning by Patricia Owen...
A compelling argument has been made which claims that institutions of higher education focus disprop...