Resilient Learners, Learning Resilience: Contemplative Practice in the Sustainability Classroom
March 1, 2020 DOI: 10.1002/tl.20375 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Case study Case report |
|---|---|
| Population | Learners in sustainability classrooms |
| Interventions | meditation reflection |
| Topics | Meditation |
| Keywords | Education |
| Key findings | Argues that contemplative practices in sustainability education can increase learner resilience and capacity to engage with challenging socio-ecological content, based on literature, anecdote, and a case study. |
Abstract
Abstract Through literature review, anecdote, and empirical case study, this chapter explores the role of contemplative practice—yoga, meditation, reflection, breathwork—in the sustainability classroom as a way to increase both learner resilience and learner capacity to engage the challenging content of socio‐ecological resilience.