Contemplative Practices of Higher Education Faculty of Pakistan: Applications and Propositions
Irsa Zahoor, Salma Nazar Khan
International Journal of Innovation in Teaching and Learning January 6, 2023 DOI: 10.35993/ijitl.v8i2.2461 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quantitative survey Peer reviewed |
|---|---|
| Sample size | 502 |
| Population | Faculty members of the Master Trainers Faculty Professional Development Program (MT-FPDP) in Pakistan |
| Topics | Meditation |
| Key findings | Faculty members of Higher Education Institutes in Pakistan did not incorporate stillness, creative, movement, and ritual contemplative practices in their teaching, but did use generative and relational practices such as dialogues, discussions, perspective sharing, and storytelling, which they felt more confident and at ease using. |
Abstract
This research aimed to explore the use of Contemplative Practices (CPs) as a growing teaching pedagogy to cope with the challenges faced by the Higher Education. More specifically, to explore what CPs do the higher education faculty members of Pakistan use in their teaching intentionally or unintentionally. This quantitative survey research presented the findings from a survey outlining six major categories of CPs followed by their sub-practices. Data were collected through Survey Monkey from 502 faculty members of the Master Trainers Faculty Professional Development Program (MT-FPDP). For the analysis of data descriptive statistics (percentage analysis) was used. The results of this study showed that faculty members of Higher Education Institutes (HEIs) did not incorporate stillness, creative, movement, and ritual practices in their teaching. Though, it was found that they use generative and relational practices in their class. They feel more confident and at ease to use practices of dialogues, discussions, perspective sharing, and storytelling. Based on the results of the study researchers recommend that to enable faculty members to use CPs in their class HEC, HEIs, and professional development organizations in Pakistan should plan conferences, training workshops, and seminars with the collaboration of HEIs. Keywords: Contemplative Pedagogy & Practices, Higher Education, Holistic Development, Inner Wellbeing
Comparable studies
Other cross-sectional and survey studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples Experienced meditators and nonmeditating comparison groups | 2008 | Cross-sectional study | |
| Neural Correlates of Dispositional Mindfulness During Affect Labeling Adult participants | 2007 | Observational cross-sectional | n = 27 |
| Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). School-aged children and adolescents | 2011 | Cross-sectional validation study | n = 1,413 |
| Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators Experienced meditators and demographically matched nonmeditators | 2012 | Cross-sectional study | n = 152 |
| Mechanisms of Action in the Inverse Relationship Between Mindfulness and Psychological Distress Undergraduates | 2008 | Cross-sectional, correlational |
Citations in the library
Cites 5
- The toronto mindfulness scale: Development and validation Journal of Clinical Psychology 2006
- Toward the Integration of Meditation into Higher Education: A Review of Research Evidence Teachers College Record: The Voice of Scholarship in Education March 1, 2011
- The Place of Practice in Contemplative Pedagogy and Writing Across the Disciplines March 1, 2019
- Contemplative Framework and Practices: An Islamic Perspective June 30, 2017
- Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion December 12, 2011