Now I Can See the Moon
Namdrol Miranda Adams
The Wabash Center Journal on Teaching March 30, 2021 DOI: 10.31046/wabashcenter.v2i1.1923 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Argues that Western pedagogical strategies can inform contemplative education, particularly regarding educational purpose, the interior life of faculty, and the teacher-student relationship, adding to scholarship on the cultural threads that shape contemplative studies. |
Abstract
Contemplative education dawns in the 21st century with great possibility. Thus far, the field resonates with life and promises to expand American educational pedagogies with ideas of new epistemologies, dynamics, and languaging around why, how, and whom we educate. Much work has been done on the analysis of the threads that may inform contemplative studies, from our own culture and that of others, and this article adds to that body of work, exploring ways that western pedagogical strategies might inform contemplative education, most specifically in terms of purpose, the interior life of faculty, and the relationship with students.