We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable students to access these underlying intersubjective...
This thesis is concerned with three fundamental questions. First, why does North American higher education minimally engage with the existential dimensions of its students (their interests and inquiries regarding the formation of their personal narratives of meaning, moral directions, and a sense of stable identity)? Second, what are the potential psychological and social consequences of such...