Journal of Transformative Education
July 20, 2026
Patricia Morgan, Asha Persson, Christy Newman et al.
In this article we explore the heuristic power of the Meditative Process Art (MPA) method, a unique, transpersonal, transformative arts-based method developed for a workshop series with women living with HIV. These workshops formed part of the Positively Women research project, which adopted an exploratory approach to examine the transformative potential of contemplative art for women living...
Journal of Transformative Education
February 7, 2022
Olen Gunnlaugson, Renata Cueto de Souza, Steven Zhao et al.
14 citations
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...
Journal of Transformative Education
April 23, 2015
Contemplative practices support transformative learning processes but can be difficult to identify in a higher education environment. Advocates of contemplative approaches to education see this void as a concern. When topics like these are ignored, especially when desired by students, staff, and faculty, the holistic, transformative, and deep learning needs of students are unfulfilled....
Journal of Transformative Education
2010
Vaishali Mamgain
13 citations
Some members of the academic community have turned their attention to the use of contemplative pedagogy and find it is a powerful approach that benefits students not only in their education but also in their lives. In traditions such as Buddhism, contemplation has been used as a basis for the development of ethical consciousness and this article suggests that the academic community ought to...
Journal of Transformative Education
October 1, 2008
Tobin Hart
35 citations
This article explores the concept of interiority as it relates to education and contemplation. Primarily, four general dimensions of consciousness related to learning are examined: presence, clarity, detachment, and resilience. The direct experience of these states and processes are described and explored in light of contemporary research on the neuro-physiologic correlates of various...