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The Whole Person: Embodying Teaching and Learning through Lectio
and Visio Divina offers readers a rich collection of voices from
diverse settings that illustrates the ways in which lectio divina
as a contemplative practice can transform teaching and learning.
Growing from ancient roots, lectio divina as a contemplative
practice and part of contemplative pedagogy, aligns with many
efforts in the 21st century to investigate how whole persons can be
engaged in learning and how they can develop into their best human
selves. Lectio divina, a four-step process of deep reading
and viewing, is aligned with the tenets of holistic education; it
is an evolving tapestry of embodied learning, creating spaces that
empower teachers and students to be rooted in their own meaning
making and to develop as whole persons. Lectio divina holds
power to help people develop agency and voice in troubling times,
all the while understanding themselves as human beings in a
hyper-complex world. Using lectio divina in the
classroom educates the whole person evoking the mind, spirit and
body in a transformative learning experience.
The Whole Person: Embodying Teaching and Learning through Lectio
and Visio Divina offers readers a rich collection of voices from
diverse settings that illustrates the ways in which lectio divina
as a contemplative practice can transform teaching and learning.
Growing from ancient roots, lectio divina as a contemplative
practice and part of contemplative pedagogy, aligns with many
efforts in the 21st century to investigate how whole persons can be
engaged in learning and how they can develop into their best human
selves. Lectio divina, a four-step process of deep reading
and viewing, is aligned with the tenets of holistic education; it
is an evolving tapestry of embodied learning, creating spaces that
empower teachers and students to be rooted in their own meaning
making and to develop as whole persons. Lectio divina holds
power to help people develop agency and voice in troubling times,
all the while understanding themselves as human beings in a
hyper-complex world. Using lectio divina in the
classroom educates the whole person evoking the mind, spirit and
body in a transformative learning experience.
In The Teaching Self: Contemplative Practices, Pedagogy, and
Research in Education, a rich collection of voices from diverse
settings illustrates the ways in which first-person experiences
with contemplative practices lay a foundation for contemplative
pedagogy and research in teacher education. Contemplative practice
depends on cultivating an understanding of oneself, as well as
one's relationship and interdependence of others and the world, and
it is this precept that guides the focus of these portraits of
practice. The teaching self of the scholar benefits from reflective
and authentic engagement and a commitment to equity and ethical
action. Several authors examine the direct and indirect influence
contemplative practices have on their students as future educators.
All of the authors in this book share first-hand experiences with
contemplative practices that honor, support, and deepen awareness
of the teaching self by exploring the journey of identifying as a
contemplative educator.
In The Teaching Self: Contemplative Practices, Pedagogy, and
Research in Education, a rich collection of voices from diverse
settings illustrates the ways in which first-person experiences
with contemplative practices lay a foundation for contemplative
pedagogy and research in teacher education. Contemplative practice
depends on cultivating an understanding of oneself, as well as
one's relationship and interdependence of others and the world, and
it is this precept that guides the focus of these portraits of
practice. The teaching self of the scholar benefits from reflective
and authentic engagement and a commitment to equity and ethical
action. Several authors examine the direct and indirect influence
contemplative practices have on their students as future educators.
All of the authors in this book share first-hand experiences with
contemplative practices that honor, support, and deepen awareness
of the teaching self by exploring the journey of identifying as a
contemplative educator.
The second book in this series, Impacting Teaching and Learning:
Contemplative Practices, Pedagogy, and Research in Education,
demonstrates research-based practices from a variety of teacher
education programs, bringing together a rich collection of voices
from diverse settings. All of the authors in this book share their
research investigating the varied ways learners respond to
contemplative practices, and the skills and dispositions that
contemplative practices cultivate in preservice teachers. Authors
explore challenges faced institutionally, with students, and
personnel.
The second book in this series, Impacting Teaching and Learning:
Contemplative Practices, Pedagogy, and Research in Education,
demonstrates research-based practices from a variety of teacher
education programs, bringing together a rich collection of voices
from diverse settings. All of the authors in this book share their
research investigating the varied ways learners respond to
contemplative practices, and the skills and dispositions that
contemplative practices cultivate in preservice teachers. Authors
explore challenges faced institutionally, with students, and
personnel.
Cultivating a Culture of Learning: Contemplative Practices,
Pedagogy, and Research in Education illustrates portraits of
practice from a variety of teacher education programs, bringing
together a rich collection of voices from diverse settings. Authors
share their first-hand experience of cultivating a culture of
learning as teacher educators and employing contemplative practices
in their work with educators. Contemplative practices, pedagogy,
and research are analyzed as essential components of cultivating
cultures of learning in classrooms. Several chapters offer
innovative models, pedagogy, and courses utilizing contemplative
practices. The authors in this book advocate and express the
importance of creating spaces where the inner life and qualities
such as intuition, creativity, silence, and heart-centered learning
are valued and work in partnership with cognitive and rational ways
of knowing and being in the world. Authors explore challenges faced
institutionally, with students, and personally. The insights and
challenges shared in these portraits of practice are intended to
stimulate conversation and engender future pedagogy and research in
the field of contemplative education.
Cultivating a Culture of Learning: Contemplative Practices,
Pedagogy, and Research in Education illustrates portraits of
practice from a variety of teacher education programs, bringing
together a rich collection of voices from diverse settings. Authors
share their first-hand experience of cultivating a culture of
learning as teacher educators and employing contemplative practices
in their work with educators. Contemplative practices, pedagogy,
and research are analyzed as essential components of cultivating
cultures of learning in classrooms. Several chapters offer
innovative models, pedagogy, and courses utilizing contemplative
practices. The authors in this book advocate and express the
importance of creating spaces where the inner life and qualities
such as intuition, creativity, silence, and heart-centered learning
are valued and work in partnership with cognitive and rational ways
of knowing and being in the world. Authors explore challenges faced
institutionally, with students, and personally. The insights and
challenges shared in these portraits of practice are intended to
stimulate conversation and engender future pedagogy and research in
the field of contemplative education.
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