Contemplative Pedagogy and Revitalization of Teacher Education
H. Bai, Charles Scott, Beatrice Donald
Alberta Journal of Educational Research March 15, 2010 DOI: 10.55016/ojs/ajer.v55i3.55330 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Keywords | Education |
| Key points | Argues that conventional education fosters ontological disconnect and axiological crisis, and proposes that contemplative practices cultivating somatic, sensuous, relational, and contextual awareness can support reconnection in learning. |
Abstract
The prevailing conception and practice of education perpetuates a civilization saturated with a deep sense of ontological disconnect and axiological crisis in all dimensions of human life. We examine the disconnect from body, senses, and world in the practice of education. We explore the possibilities in the burgeoning contemplative education movement for reconnection offered by holistic, experiential approaches to learning, in particular, contemplative practices that manifest the arts of somatic, sensuous, relational, and contextual awareness.
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- Beyond anthropocentrism European Journal for Research on the Education and Learning of Adults February 9, 2026
- Promoting Transformative Learning of Preservice Teacher through Contemplative Practices Asian Social Science December 17, 2009
- Introducing interdisciplinary contemplative pedagogy: a case study of ‘ The Art and Science of Meditation ’ Pedagogy Culture and Society December 8, 2025
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