Interiority and Education
Journal of Transformative Education October 1, 2008 DOI: 10.1177/1541344608329393 (opens in new tab)
Summary
AI-generated from the abstractThe article examines interiority—the inner life of the mind—in relation to education and contemplation. It describes four dimensions of consciousness relevant to learning: presence, clarity, detachment, and resilience. These states are explored through direct experience and linked to contemporary research on the neuro-physiological correlates of contemplative practices. The authors present a neurophenomenological argument for the value of contemplation in education, drawing on evidence from both subjective experience and brain science.
Study at a glance
| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Citations | 35 |
| Key finding | Argues that a neurophenomenological approach, linking direct experience of four dimensions of consciousness to neurophysiological correlates, supports the value of contemplation in education. |
Abstract
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 contemplative practices. This neurophenomenological approach considers the evidence and argument for the value of contemplation in education.