Spaces of Resonance: Cultivating the Being and Relating Dimensions of the Inner Development Goals through Communities of Practice in Higher Education
Bianca Briciu, Ioana Smarandita-Arbone, Michaël Séguin, Marquis Bureau, Gabrielle Dupuis
Study at a glance
AI-extracted from the abstract| Characteristics | Case study Qualitative Case report |
|---|---|
| Sample size | 15 |
| Population | University students |
| Interventions | Mindfulness somatic arts-based and psychospiritual transformative approaches |
| Duration | Six sessions |
| Key findings | The authors report that interconnectedness and resonance were fundamental sources of self-awareness and empathy among students, who learned about themselves and others, thus developing two main IDG competencies. They argue that resonant spaces can be nurtured through appropriate methodologies. |
Abstract
Universities are encouraged to assume a more proactive role in the transformation of individuals, relationships, and society; however, traditional approaches in higher education often fail to cultivate the inner capacities necessary to address global challenges. The Inner Development Goals (IDG) framework offers a systematic methodology for fostering inner and interpersonal competencies, particularly through its Being and Relating dimensions. Nevertheless, limited research exists regarding the effective implementation of these dimensions within higher education, resulting in a disconnect between aspirational goals and practical application. This case study explores a community of practice that engaged 15 students in six sessions using mindfulness, somatic, arts-based, and psychospiritual transformative approaches. Based on qualitative thematic analysis, we examined the impact of these approaches on the Being and Relating dimensions of the IDG. The research emphasizes the important role of interconnectedness and resonance as fundamental sources of self-awareness and empathy. Through interconnectedness, students learned about themselves as well as others, thus developing two of the main IDG competencies. Resonant spaces where students can learn about each other and themselves through interactions can be nurtured through appropriate methodologies. The IDG framework offers a systematic methodology for fostering inner and interpersonal competencies, particularly through its Being and Relating dimensions. Nevertheless, limited research exists regarding the effective implementation of these dimensions within higher education, resulting in a disconnect between aspirational goals and practical application. This case study explores a community of practice that engaged 15 students in six sessions using mindfulness, somatic, arts-based, and psychospiritual transformative approaches.