Contemplative Pedagogy: Frequently Asked Questions
Tom Coburn, Fran Grace, Anne Klein, Louis Komjathy, Harold D. Roth, Judith Simmer-Brown
Teaching Theology & Religion April 1, 2011 DOI: 10.1111/j.1467-9647.2011.00695.x (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Commentary Peer reviewed |
|---|---|
| Citations | 31 |
| Key points | Argues that contemplative pedagogy is a diverse field with no single theory or praxis, as demonstrated by the varied responses from six contemplative professors from different institutional and philosophical contexts. |
Abstract
Abstract Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy.
Citations in the library
Cited by 6
- Contemplative Pedagogy: Experiments and Reflections HORIZONS A May 15, 2019
- ‘Teaching of’ and ‘Teaching about’ Meditation The Wabash Center Journal on Teaching March 30, 2021
- Introducing interdisciplinary contemplative pedagogy: a case study of ‘ The Art and Science of Meditation ’ Pedagogy Culture and Society December 8, 2025
- Utilizing contemplative practices in social work education Journal of Religion & Spirituality in Social Work Social Thought January 2, 2020
- Contemplative Practices for Self-Care in the Social Work Classroom. Social Work December 1, 2019
and 1 more in the library