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A volume in Transforming Education for the Future Series Editors
Jing Lin, University of Maryland and Rebecca L. Oxford, Alabama A
& M University This book will expand the horizon of higher
education, helping students, faculty and administrators to return
to their roots and be in touch with their whole being. This book
stresses that learning is much more than just accumulating
knowledge and skills. Learning includes knowing ourselves-mind,
body, and spirit. The learning of compassion, care, and service are
as crucial or even more important in higher education in order for
universities to address students' individual needs and the
society's needs. Higher education must contribute to a better
world. The book acknowledges that knowing not only comes from
outside, but also comes from within. Wisdom is what guides students
to be whole, true to themselves while learning. There are many
ancient and modern approaches to gaining wisdom and wellness. This
book talks about contemplative methods, such as meditation, qigong,
yoga, arts, and dance, that help people gain wisdom and balance in
their lives and enhance their ability to be reflective and
transformative educators and learners.
A volume in Transforming Education for the Future Series Editors
Jing Lin, University of Maryland and Rebecca L. Oxford, Alabama A
& M University This book will expand the horizon of higher
education, helping students, faculty and administrators to return
to their roots and be in touch with their whole being. This book
stresses that learning is much more than just accumulating
knowledge and skills. Learning includes knowing ourselves-mind,
body, and spirit. The learning of compassion, care, and service are
as crucial or even more important in higher education in order for
universities to address students' individual needs and the
society's needs. Higher education must contribute to a better
world. The book acknowledges that knowing not only comes from
outside, but also comes from within. Wisdom is what guides students
to be whole, true to themselves while learning. There are many
ancient and modern approaches to gaining wisdom and wellness. This
book talks about contemplative methods, such as meditation, qigong,
yoga, arts, and dance, that help people gain wisdom and balance in
their lives and enhance their ability to be reflective and
transformative educators and learners.
A volume in Peace Education Series Editors Ian Harris, University
of Wisconsin, Milwaukee, Edward J. Brantmeier, Colorado State
University, and Jing Lin, University of Maryland, Spirituality,
Religion, and Peace Education attempts to deeply explore the
universal and particular dimensions of education for inner and
communal peace. This co-edited book contains fifteen chapters on
world spiritual traditions, religions, and their connections and
relevance to peacebuilding and peacemaking. This book examines the
teachings and practices of Confucius, of Judaism, Islamic Sufism,
Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of
Indigenous spirituality. Secondly, it explores teaching and
learning processes rooted in self discovery, skill development, and
contemplative practices for peace. Topics in various chapters
include: the Buddhist practice of tonglen; an indigenous Hawaiian
practice of Ho'oponopono for forgiveness and conflict resolution;
pilgrimage and labyrinth walking for right action; Twelve Step
Programs for peace; teaching from a religious/spiritual
perspective; narrative inquiry, Daoism, and peace curriculum;
Gandhi, deep ecology, and multicultural peace education in teacher
education; peacemaking and spirituality in undergraduate courses;
and wisdom-based learning in teacher education. Peace education
practices stemming from wisdom traditions can promote stillness as
well as enliven, awaken, and urge reconciliation, connection,
wisdom cultivation, and transformation and change in both teachers
and students in diverse educational contexts. In various chapters
of this book, a critique of competition, consumerism, and
materialism undergird the analysis. More than just a critique, some
chapters provide both conceptual and practical clarity for deeper
engagement in peaceful action and change in society. Cultural
awareness and understanding are fostered through a focus on the
positive aspects of wisdom traditions rather than the negative
aspects and historical complexities of violence and conflict as
result of religious hegemony.
A volume in Peace Education Series Editors Ian Harris, University
of Wisconsin, Milwaukee, Edward J. Brantmeier, Colorado State
University, and Jing Lin, University of Maryland, Spirituality,
Religion, and Peace Education attempts to deeply explore the
universal and particular dimensions of education for inner and
communal peace. This co-edited book contains fifteen chapters on
world spiritual traditions, religions, and their connections and
relevance to peacebuilding and peacemaking. This book examines the
teachings and practices of Confucius, of Judaism, Islamic Sufism,
Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of
Indigenous spirituality. Secondly, it explores teaching and
learning processes rooted in self discovery, skill development, and
contemplative practices for peace. Topics in various chapters
include: the Buddhist practice of tonglen; an indigenous Hawaiian
practice of Ho'oponopono for forgiveness and conflict resolution;
pilgrimage and labyrinth walking for right action; Twelve Step
Programs for peace; teaching from a religious/spiritual
perspective; narrative inquiry, Daoism, and peace curriculum;
Gandhi, deep ecology, and multicultural peace education in teacher
education; peacemaking and spirituality in undergraduate courses;
and wisdom-based learning in teacher education. Peace education
practices stemming from wisdom traditions can promote stillness as
well as enliven, awaken, and urge reconciliation, connection,
wisdom cultivation, and transformation and change in both teachers
and students in diverse educational contexts. In various chapters
of this book, a critique of competition, consumerism, and
materialism undergird the analysis. More than just a critique, some
chapters provide both conceptual and practical clarity for deeper
engagement in peaceful action and change in society. Cultural
awareness and understanding are fostered through a focus on the
positive aspects of wisdom traditions rather than the negative
aspects and historical complexities of violence and conflict as
result of religious hegemony.
A volume in Peace Education Series Editors: Jing Lin, University of
Maryland, Edward J. Brantmeier, Colorado State University, and Ian
Harris, University of Wisconsin - Milwaukee Currently, peace
education remains marginalized in our education system, however, a
united front can be formed and powerful paradigms can empower
educators to play a critical role in peace building through
scholarship, practice and activism. Indeed, educators around the
world are developing effective strategies to transform education as
a powerful force for global peace. The diverse array of
contributors in the book demonstrate that educators as peace makers
can be and have been instrumental in transforming social forces,
the self and others for the construction of global peace. The book
aims to broaden the educational discourse in order to make room for
new visions to educate future generations for peace. Local and
global efforts to build a long-lasting peace are presented through
the lens of education. The timeliness of peace education surely
renders this book relevant to educators and the general public
alike as individuals, communities, and organizations struggle to
find pathways to peace in a global world. In other words, this book
will interest scholars and the general public concerned about the
building of global peace. The book can be source book for educators
at elementary, secondary, and postsecondary institutions to explore
multiple ways to conduct effective peace education at all levels of
education. The book may also be used as a textbook by instructors
of multicultural education, of comparative & international
education, and of undergraduate and graduate peace education
courses
A volume in Peace Education Series Editors: Jing Lin, University of
Maryland, Edward J. Brantmeier, Colorado State University, and Ian
Harris, University of Wisconsin - Milwaukee Currently, peace
education remains marginalized in our education system, however, a
united front can be formed and powerful paradigms can empower
educators to play a critical role in peace building through
scholarship, practice and activism. Indeed, educators around the
world are developing effective strategies to transform education as
a powerful force for global peace. The diverse array of
contributors in the book demonstrate that educators as peace makers
can be and have been instrumental in transforming social forces,
the self and others for the construction of global peace. The book
aims to broaden the educational discourse in order to make room for
new visions to educate future generations for peace. Local and
global efforts to build a long-lasting peace are presented through
the lens of education. The timeliness of peace education surely
renders this book relevant to educators and the general public
alike as individuals, communities, and organizations struggle to
find pathways to peace in a global world. In other words, this book
will interest scholars and the general public concerned about the
building of global peace. The book can be source book for educators
at elementary, secondary, and postsecondary institutions to explore
multiple ways to conduct effective peace education at all levels of
education. The book may also be used as a textbook by instructors
of multicultural education, of comparative & international
education, and of undergraduate and graduate peace education
courses
This book encourages mindfulness as a tool for personal growth and
for intentional action for the purpose of social change. Learning
exercises focus on: examining privilege, oppression, and
difference; intersectional identity mapping; historical racism
against marginalized groups; social dominance theory; sociological
mindfulness; cultural humility; appreciative inquiry; and more.
Culturally Competent Engagement: A Mindful Approach embraces a
fresh approach to cultivating self, other, and systems awareness
for a linguistically rich and culturally diverse world. The
confluence of people and cultures requires habits of mind,
dispositions, skills, and values that promote diversity affirmation
while simultaneously honoring one's own cultural integrity and
limitations. The benefits of being culturally competent are
numerous and include healthy, holistic relationships and connection
with people across differences. This book provides conceptual
context for tried and true learning exercises that promote deeper
self-understanding, ways to connect with people who are culturally
different, and an understanding of the systems (socio-cultural,
economic, political, and environmental) that circumscribe our
lives. Written for organizational leaders, university instructors,
students, and practitioners, this book includes typical approaches
to enhancing culturally competent engagement, yet has several
special features that differentiate it from approaches in other
books and articles on the topic. Typical approaches to developing
cultural competence focus on acquisition of communicative skills,
behaviors, and dispositions needed to effectively navigate
cross-cultural relationships and function effectively in
multicultural environments. We include and build on these
approaches by adding a layer of critical and complex systems
understanding as a necessary foundation for effective
cross-cultural engagement. The Self-Other-Systems approach
challenges readers via concrete learning exercises that nudge one
along the life-long path of culturally competent engagement.
Perhaps the most unique feature of this book is the explicit and
implicit mindful approach. A total of eleven learning exercises are
offered, foregrounded by theory and completed with reflection
questions or activities. All learning exercises encourage
mindfulness, or awareness of oneself in the present moment,
awareness of others, and awareness of broader contexts and forces
at work in multicultural contexts. In specific, three learning
exercises are meditations that can be read or listened to via free
download from the book's website.
The purpose of this text is to elicit discussion, reflection, and
action specific to pedagogy within education, especially higher
education, and circles of experiential learning, community
organizing, conflict resolution and youth empowerment work.
Vulnerability itself is not a new term within education; however
the pedagogical imperatives of vulnerability are both
undertheorized in educational discourse and underexplored in
practice. This work builds on that of Edward Brantmeier in
Re-Envisioning Higher Education: Embodied Pathways to Wisdom and
Transformation (Lin, Oxford, & Brantmeier, 2013). In his
chapter, "Pedagogy of vulnerability: Definitions, assumptions, and
application," he outlines a set of assumptions about the term,
clarifying for his readers the complicated, risky, reciprocal, and
purposeful nature of vulnerability, particularly within educational
settings. Creating spaces of risk taking, and consistent mutual,
critical engagement are challenging at a moment in history where
neoliberal forces impact so many realms of formal teaching and
learning. Within this context, the divide between what educators,
be they in a classroom or a community, imagine as possible and
their ability to implement these kinds of pedagogical possibilities
is an urgent conundrum worth exploring. We must consider how to
address these disconnects; advocating and envisioning a more
holistic, healthy, forward thinking model of teaching and learning.
How do we create cultures of engaged inquiry, framed in
vulnerability, where educators and students are compelled to ask
questions just beyond their grasp? How can we all be better
equipped to ask and answer big, beautiful, bold, even uncomfortable
questions that fuel the heart of inquiry and perhaps, just maybe,
lead to a more peaceful and just world? A collection of
reflections, case studies, and research focused on the pedagogy of
vulnerability is a starting point for this work. The book itself is
meant to be an example of pedagogical vulnerability, wherein the
authors work to explicate the most intimate and delicate aspects of
the varied pedagogical journeys, understandings rooted in
vulnerability, and those of their students, colleagues, clients,
even adversaries. It is a work that "holds space."
This book encourages mindfulness as a tool for personal growth and
for intentional action for the purpose of social change. Learning
exercises focus on: examining privilege, oppression, and
difference; intersectional identity mapping; historical racism
against marginalized groups; social dominance theory; sociological
mindfulness; cultural humility; appreciative inquiry; and more.
Culturally Competent Engagement: A Mindful Approach embraces a
fresh approach to cultivating self, other, and systems awareness
for a linguistically rich and culturally diverse world. The
confluence of people and cultures requires habits of mind,
dispositions, skills, and values that promote diversity affirmation
while simultaneously honoring one's own cultural integrity and
limitations. The benefits of being culturally competent are
numerous and include healthy, holistic relationships and connection
with people across differences. This book provides conceptual
context for tried and true learning exercises that promote deeper
self-understanding, ways to connect with people who are culturally
different, and an understanding of the systems (socio-cultural,
economic, political, and environmental) that circumscribe our
lives. Written for organizational leaders, university instructors,
students, and practitioners, this book includes typical approaches
to enhancing culturally competent engagement, yet has several
special features that differentiate it from approaches in other
books and articles on the topic. Typical approaches to developing
cultural competence focus on acquisition of communicative skills,
behaviors, and dispositions needed to effectively navigate
cross-cultural relationships and function effectively in
multicultural environments. We include and build on these
approaches by adding a layer of critical and complex systems
understanding as a necessary foundation for effective
cross-cultural engagement. The Self-Other-Systems approach
challenges readers via concrete learning exercises that nudge one
along the life-long path of culturally competent engagement.
Perhaps the most unique feature of this book is the explicit and
implicit mindful approach. A total of eleven learning exercises are
offered, foregrounded by theory and completed with reflection
questions or activities. All learning exercises encourage
mindfulness, or awareness of oneself in the present moment,
awareness of others, and awareness of broader contexts and forces
at work in multicultural contexts. In specific, three learning
exercises are meditations that can be read or listened to via free
download from the book's website.
The purpose of this text is to elicit discussion, reflection, and
action specific to pedagogy within education, especially higher
education, and circles of experiential learning, community
organizing, conflict resolution and youth empowerment work.
Vulnerability itself is not a new term within education; however
the pedagogical imperatives of vulnerability are both
undertheorized in educational discourse and underexplored in
practice. This work builds on that of Edward Brantmeier in
Re-Envisioning Higher Education: Embodied Pathways to Wisdom and
Transformation (Lin, Oxford, & Brantmeier, 2013). In his
chapter, "Pedagogy of vulnerability: Definitions, assumptions, and
application," he outlines a set of assumptions about the term,
clarifying for his readers the complicated, risky, reciprocal, and
purposeful nature of vulnerability, particularly within educational
settings. Creating spaces of risk taking, and consistent mutual,
critical engagement are challenging at a moment in history where
neoliberal forces impact so many realms of formal teaching and
learning. Within this context, the divide between what educators,
be they in a classroom or a community, imagine as possible and
their ability to implement these kinds of pedagogical possibilities
is an urgent conundrum worth exploring. We must consider how to
address these disconnects; advocating and envisioning a more
holistic, healthy, forward thinking model of teaching and learning.
How do we create cultures of engaged inquiry, framed in
vulnerability, where educators and students are compelled to ask
questions just beyond their grasp? How can we all be better
equipped to ask and answer big, beautiful, bold, even uncomfortable
questions that fuel the heart of inquiry and perhaps, just maybe,
lead to a more peaceful and just world? A collection of
reflections, case studies, and research focused on the pedagogy of
vulnerability is a starting point for this work. The book itself is
meant to be an example of pedagogical vulnerability, wherein the
authors work to explicate the most intimate and delicate aspects of
the varied pedagogical journeys, understandings rooted in
vulnerability, and those of their students, colleagues, clients,
even adversaries. It is a work that "holds space."
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