Engaging with Meditative Inquiry in Teaching, Learning, and Research
Routledge (Verlag)
978-0-367-65228-9 (ISBN)
Aspiring to awaken awareness, intelligence, compassion, collaboration, and aesthetic sensibility among students and their teachers through self-reflection, critique, dialogue, and creative exploration, this volume:
Showcases unique ways in which scholars from diverse disciplinary, cultural, and geographic contexts have engaged with meditative inquiry in their own fields.
Provides a space where African, Asian, Buddhist, Indigenous, and Western scholars engage with the idea of meditative inquiry from their own cultural, philosophical, and spiritual traditions, perspectives, and practices.
Explores a variety of themes in relation to meditative inquiry including arts-based research, poetic inquiry, Africentricity, Indigenous thinking, martial arts, positive psychology, trauma, dispute resolution, and critical discourse analysis.
Offers insights into how the principles of meditative inquiry can be incorporated in classrooms and, thereby, contributes to the growing interest in mindfulness, meditation, and other holistic approaches in schools and academia.
The diverse and rich contributions contained in this volume offer valuable perspectives and practices for scholars, students, and educators interested in exploring and adopting the principles of meditative inquiry in their specific fields and contexts.
Ashwani Kumar is Associate Professor of Education at Mount Saint Vincent University, Canada.
Exploring the Transformative Potentials of Meditative Inquiry in Diverse Contexts 1. My Journey With Meditative Inquiry: Teaching, Learning, and Researching in Law and Dispute Resolution 2. Ruminations on Dialogue as a form of Meditative Inquiry 3. Exploring the Connections between Africentric Principles and Meditative Inquiry: Understanding Their Significance for Teaching and Learning in Adult Education Contexts 4. Martial Arts as Meditative Inquiry 5. On the Significance of Meditative Inquiry in Teaching, Learning, and Living: A Dialogue Between Two Teachers 6. Mindset and Meditative Inquiry 7. Arts and Letters: Meditative Inquiry as Invitation 8. Meditative Inquiry and Critical Discourse Analysis: A Hybrid Approach for Doing Educational Research 9. Meditative Inquiry as Medium for Learning: Constructing, Deconstructing, and Reconstructing Love of Self, Learning, and Life 10. Meditative Inquiry in Dialogue With Heideggerian, Deweyan, and Buddhist Praxis 11. Synergies between Indigenous Ways of Knowing and Meditative Inquiry 12. The Dialogic and Vulnerable Nature of Learning: Perspectives From Positive Psychology and Meditative Inquiry 13. Meditative Inquiry and Mindfulness 14. Curriculum as Meditative Inquiry: A Poetic Response 15. Structure, Consciousness, and Agency: Moving Forward Through Meditative Inquiry 16. Explorations of Trauma Through Meditative Inquiry Responses to This Collection 17. Response One: Meditative Inquiry: A Way Forward 18. Response Two: Educational Research Methodology and Meditative Inquiry: Three Meditations 19. Response Three: Becoming an ‘Unreliable’ Teacher: The Contribution of Meditative Inquiry 20. Response Four: Meditative Inquiry and Reimagining Critical Education 21. Response Five: A Queer Meditation on Meditative Inquiry Final Comments 22. Contributors’ Reflections on their Participation in Engaging with Meditative Inquiry in Teaching, Learning, and Research 23. Epilogue
| Erscheinungsdatum | 03.05.2022 |
|---|---|
| Reihe/Serie | Studies in Curriculum Theory Series |
| Zusatzinfo | 17 Line drawings, black and white; 2 Halftones, black and white; 19 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 453 g |
| Themenwelt | Geisteswissenschaften ► Religion / Theologie ► Buddhismus |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 0-367-65228-5 / 0367652285 |
| ISBN-13 | 978-0-367-65228-9 / 9780367652289 |
| Zustand | Neuware |
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