Edward W. Sarath

Heesoon Bai

Charles Scott

Olen Gunnlaugson

Examines key theoretical aspects of the emerging field of second-person contemplative education. A first of its kind, this book maps out current academic approaches in higher education to second-person contemplative education, which addresses contemplative experience from an intersubjective perspective. Until recently, contemplative studies has emphasized a predominantly first-person standpoint, but the expansion and embrace of second-person methods provides a distinctive learning context in which collective wisdom and shared learning can begin to emerge from dialogue among students and groups in the classroom. The contributors to this volume, leading researchers and practitioners from a variety of institutions and departments, examine the theoretical and philosophical foundations of second-person contemplative approaches to instruction, pedagogy, and curricula across various scholarly disciplines.

Theoretical Approaches to Contemplative Learning and Inquiry across Disciplines

The Intersubjective Turn

 Charles Scott 

A wide-ranging consideration of the emerging field of contemplative education. Contemplative approaches to higher education have been gaining in popularity and application across a wide range of disciplines. Spurring conferences, a growing body of literature, and several academic programs or centers, these approaches promise to contribute significantly to higher education in the years to come. This volume provides an overview of the current landscape of contemplative instruction, pedagogy, philosophy, and curriculum from the perspectives of leading researchers and scholar-practitioners. Contributors come from a variety of disciplines, including education, management and leadership studies, humanities, social sciences, the arts, and information science. Drawing on diverse contexts, the essays reveal the applicability of contemplative studies as a watershed field, capable of informing, enriching, and sustaining the many disciplines and instructional contexts that comprise higher education. Chapters discuss the theoretical aspects of the field; the details, experiences, and challenges of contemplative approaches; and the hopes and concerns for the future of this field.

Contemplative Learning and Inquiry across Disciplines

David Chang

Despite our brief tenure on planet Earth, Homo sapiens have reached an epoch--the Anthropocene--that is characterised by our species' uncanny ability to spoil our own nest. In the face of this somber reality of ecological degradation and massive species extinction, the editors ask the critical question, "What does living well look like in the Anthropocene?" It is vitally important that we turn towards the cultivation of eco-virtues, a new set of values by which to live, if there is to be hope for us and other species to continue. These essays inspire readers not just to ponder, but to embody and live the ideals of these timeless ecological virtues.

Heesoon Bai

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