Promoting Empathy and Reducing Hopelessness Using Contemplative Practices

Abstract

Contemplative practices are becoming more common in educational environments for attending to whole-student learning, fostering empathy, and promoting social justice and socially just pedagogues. This conversation explores how holistic approaches facilitate and expand the parameters of sociological pedagogy to integrate humanist pedagogies and initiate emancipatory citizenship. By building a pedagogical bridge between sociology and contemplative practices educators can help inspire empathy and hopefulness among students as they navigate the challenging topics of injustice and collective trauma. We trace the rise of contemplative practices in the United States with a focus on the emergence of “contemplative sociology” from a variety of perspectives, including Buddhist sociology and sociological mindfulness. We then explore the utility of contemplative practices in the sociological classroom combining contemplation, embodied agency, and antioppression education for student learning. We offer two exercises to consider for developing the sociological imagination and increasing students’ capacity for critical thinking, stress management, and self-reflection.