Contemplative practice and resilience: sustainability pedagogy to support wellbeing and transformation
Journal of Environmental Studies and Sciences January 31, 2026 Lissy Goralnik, Laurie Thorp, Robert B. Richardson 1 citation
Abstract A focus on cognitive – rather than affective or embodied - learning in higher education limits opportunities for students to practice reflexive and collaborative competencies that support effective participation in social-environmental problem solving. At the same time, undergraduate learners are struggling, seeking help for problems related to everyday life in higher numbers than ever...