A newly developed undergraduate science course, The Science of Kriyayoga, offered as part of an Indic Studies minor at a public university, was studied for its effect on student self-awareness. Over 15 weeks, students learned and practiced Kriyayoga techniques twice weekly. Kriyayoga, a contemplative practice, uses techniques intended to accelerate spiritual development and foster tranquility. The course pedagogy integrated mind and body techniques for deepened learning. Data from surveys and interviews across two course iterations were analyzed. Themes emerged from responses to questions about understanding oneself scientifically, personal identity, and ideals, indicating changes in student self-awareness.
This article describes how two professors combined the Western monastic practice of lectio divina with Eastern yogic traditions' emphasis on learning as character development and transformation. They argue that both approaches focus on forming the whole person—body, mind, heart, and soul—and that integrating them creates a dynamic new approach for teaching and learning. The authors chronicle their conscious effort to build community and apply this combined contemplative pedagogy to deepen learning and self-discovery for teachers and students. The piece is a reflective account of their collaborative work rather than an empirical study.
Contemplative practices combined with reflective writing at the start of each class session helped undergraduate and graduate students value themselves more as writers. The study documented a partnership and collaborative Scholarship of Teaching and Learning (SoTL) investigation into how these assignments affected student learning.