This article outlines a proposed upper-division undergraduate theology course that introduces Jainism through the lenses of yoga and ecology. The course covers Jain history and philosophy while also incorporating basic Jain contemplative practices. These practices are framed not as self-care techniques but, following Jain textual sources, as methods for cultivating ethical relationships and empathy with the world. The author positions this pedagogy as a form of high-impact learning and suggests that completing the course will better equip students to respond to shared social and environmental crises. The article serves as both an introduction of the course to the academic community and an invitation to scholars of South Asian religions to adopt this approach.
This special issue introduction presents five articles that examine contemplative practice from philosophical, pedagogical, and scientific angles. Two articles explore contemplative practice within dharma traditions: one from a Tantric perspective shows how the concept of bhāvana (imagination) can remedy the fragmented reality produced by the Cartesian mind-body split, while another presents Sri Chinmoy's approaches to contemplative practice and self-realization, emphasizing socially-engaged practices. Two additional articles address contemplative pedagogy in university classrooms, asking how and why such practices should be used as teaching techniques. Together, the contributions highlight the relevance of contemplative practices during times of political, social, and environmental uncertainty.