Contemplative Pedagogy and the Meaning of Death: Emotions and Connection in Higher Education
Using contemplative practices from religious traditions in a college classroom setting to enhance teaching and learning by including emotions, fostering introspection, and developing compassion. The focus is on deepening understanding of death through sustained attention, emotional processing, and community-building. However, there are potential pitfalls in terms of proselytizing and cultural appropriation that educators must be mindful of.
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Contemplative Pedagogy and the Meaning of Death: Using Practices Drawn from Religions in a College Classroom in the US Bishal Karna, Assistant Professor of Religious Studies, Nazareth University, Rochester, NY, USA
Meaning of Death class Emotions Leaving emotions unaddressed? Or, deliberately and carefully including emotions in the curriculum and classroom Contemplative Practices and Pedagogy
The goal is to enhance teaching and learning by: facilitating deeper introspection and reflection developing sustained attention and focus processing emotions associated with the course materials developing compassion and connection integrating and embodying knowledge Contemplative Practices In religious contexts Secularized In higher education Contemplative Pedagogy
Contemplative Pedagogy in the Meaning of Death class 1) Including emptions Start with emotions Statement of Courageous Intention Mindfulness of Feelings and Emotions 2) Self-Compassion as developed by Kristen Neff and Chris Germer Mindfulness Common Humanity Self-Kindness 3) Cultivating a Sense of Community Loving-Kindness Partnerships Sharing Circle Compassionate Listening/Holding Compassionate Space
Potential Problems with Contemplative Pedagogy Promoting contemplative practice in the classroom can risk crossing the line into proselytizing Decontexutalization and appropriation of others traditions Subtly promoting culturally specific worldviews
