Labyrinthine Routes to Meditation: Contemplative Pedagogy and Instructor Self-Care
Journal of Contemplative and Holistic Education January 1, 2024 Natalie Mera Ford
This essay argues that instructor self-care, particularly through meditative exercises from contemplative pedagogy, is a necessary complement to student-focused wellness efforts in higher education. The author contends that practices like labyrinth walking offer faculty a flexible way to find stability within demanding work-life constraints. Such self-care can foster community among educators and sustain their ability to support students across professional, domestic, and civic spheres. The essay proposes that expanding the discourse on academic well-being to include instructors shifts academic culture toward a more holistic approach to teaching and learning.