Using a Contemplative Pedagogy in Spiritual Competency Training
Daniel Gutiérrez, Stephanie Dorais, Jennifer Niles
September 17, 2026 DOI: 10.1093/oso/9780197757635.003.0003 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper |
|---|---|
| Key points | Proposes a four-part contemplative pedagogy model, Centering, Opening, Reflecting, and Experiencing (CORE), for instructors to use in courses, and argues it can support spiritual and religious competencies in mental health education, illustrated through a case example. |
Abstract
Abstract This chapter introduces concepts and exercises of contemplative pedagogy and spiritually competent orientation. Drawing upon theoretical and empirical work on educational benefits of contemplative practice to enhance student learning and clinicians’ attitudes, awareness, and dispositions, we describe a model consisting of four parts which instructors may apply to their courses: Centering (utilizing grounding practices that encourage interior exploration), Opening (embracing cultural opportunities), Reflecting (what and how students experienced a cultural opportunity), and Experiencing (shifting awareness to present-moment experience). We also provide a case illustration example of how to apply the Centering, Opening, Reflecting, and Experiencing (CORE) model to develop spiritual and religious competencies in mental health education.