Words and Sense: Contemplative Pedagogies in Academic Writing

How do contemplative pedagogies inform learning skills such as academic writing? This article draws on the Tibetan Buddhist distinction between the literal meaning of words (drangdon) and the inner sense of those words (ngedon), from an account from the sacred biography of the Indian saint Naropa (956-1041), abbot of Nalanda University. This founding Naropa University professor has adapted these criteria from traditional Tibetan education for the contemporary secular classroom. Writing pedagogies that integrate third-person inquiry drawn from conventional academic research and first-person inquiry, the result of inner research, brings academic writing alive. The author outlines writing strategies that integrate these two methods of inquiry, including progressive assignments that distinguish among personal narrative, opinion, and insight in the development of first-person inquiry. Finally, the article addresses specific challenges in teaching contemplative academic writing, including evaluations and grading, cultivating critical perspectives, and supporting rigor with academic, contemplative methods in the university classroom

Meditation and the Classroom: Contemplative Pedagogy for Religious Studies

Meditation and the Classroom inventively articulates how educators can use meditation to educate the whole student. Notably, a number of universities have initiated contemplative studies options and others have opened contemplative spaces. This represents an attempt to address the inner life. It is also a sign of a new era, one in which the United States is more spiritually diverse than ever before. Examples from university classrooms and statements by students indicate benefits include increased self-awareness, creativity, and compassion. The religious studies scholars who have contributed to this book often teach about meditation, but here they include reflections on how meditation has affected them and their teaching. Until recently, though, even many religious studies professors would find sharing meditation experiences, let alone teaching meditation techniques, a breach of disciplinary and academic protocols. The value of teaching meditation and teaching about meditation is discussed. Ethical issues such as pluralism, respect, qualifications, power and coercion, and avoiding actual or perceived proselytization are also examined. While methods for religious studies are emphasized, the book provides valuable guidance for all those interested in this endeavor.https://inspire.redlands.edu/oh_books/1039/thumbnail.jp