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This edited volume brings together exciting new research and ideas
related to the ongoing internationalization of higher education,
particularly in the Asia Pacific region, where this phenomenon has
been rapidly developing in recent years. It also specifically
focuses on analyzing the extent to which resurgent nationalisms
from around the world effect the growth and direction of this
sector of education. As cultural and political tensions rise
globally, many are turning to educators and education researchers
for suggestions on how to respond to this trend. This volume seeks
to answer that call. Moreover, as authors share perspectives and
data from a wide range of national and institutional contexts, the
applicability of this volume extends beyond national or regional
boundaries, offering questions, challenges, and lessons for
educators worldwide.
This edited volume brings together exciting new research and ideas
related to the ongoing internationalization of higher education,
particularly in the Asia Pacific region, where this phenomenon has
been rapidly developing in recent years. It also specifically
focuses on analyzing the extent to which resurgent nationalisms
from around the world effect the growth and direction of this
sector of education. As cultural and political tensions rise
globally, many are turning to educators and education researchers
for suggestions on how to respond to this trend. This volume seeks
to answer that call. Moreover, as authors share perspectives and
data from a wide range of national and institutional contexts, the
applicability of this volume extends beyond national or regional
boundaries, offering questions, challenges, and lessons for
educators worldwide.
In our current systems of education, there is a trend toward
compartmentalizing knowledge, standardizing assessments of
learning, and focusing primarily on quantifiable and positivist
forms of inquiry. Contemplative inquiry, on the other hand, takes
us on a transformative pathway toward wisdom, morality, integrity,
equanimity, and joy (Zajonc, 2009). These holistic learning
practices are needed as a counterbalance to the over-emphasis on
positivism that we see today. In addition to learning quantifiable
information, we also need to learn to be calmer, wiser, kinder, and
happier. This book aims to find and share various pathways leading
to these ends. This book will describe educational endeavors in
various settings that use contemplative pedagogies to enable
students to achieve deep learning, peace, tranquility, equanimity,
and wisdom to gain new understanding about self and life, and to
grow holistically. Embodiment is a central concept in this book. We
hope to highlight strategies for exploring internal wisdoms through
engaging ourselves beyond simply the rational mind. Contemplative
pedagogies such as meditation, yoga, tai chi, dance, arts, poetry,
reflective writing and movements, can help students embody what
they learn by integrating their body, heart, mind, and spirit.
Interfaith initiatives are increasingly prevalent on college and
university campuses around the country. In large part, this trend
responds both to ongoing religious violence throughout the world
and to increasing religious tension in the United States. As such,
these interfaith initiatives often attempt to bolster interfaith
collaboration and increase awareness of different religious
cultures, identities, beliefs, and traditions. In this book,
Edwards reviews the various goals and processes associated with the
interfaith movement, and offers both warnings and suggestions for
those who are interested in pursuing an approach to interfaith
dialogue that is oriented toward social justice. In doing so, this
book fills a critical gap in academic literature surrounding the
impact of religious identity and interfaith relations on pedagogy,
educational experiences, and campus climates. Through three
descriptive case studies set in a large public university in the
United States, Edwards explores the use of Intergroup Dialogue as a
pedagogical model for interfaith dialogue. While the goal of this
pedagogy is to increase student understanding of privilege,
oppression, and social injustice pertaining to religious identity,
the cases in this book demonstrate how and why social justice
oriented interfaith dialogue can be easily derailed and, if so, may
potentially have harmful implications for religious minorities.
Accordingly, Edwards offers five necessary conditions for assuring
that social justice oriented interfaith dialogue (which Intergroup
Dialogue is intended to be) succeeds. By focusing on the unique
perspectives of four particular student participants (all of whom
have religious identities outside of the three dominant Abrahamic
religions) Edwards also highlights the experiences of those from
religious identity groups that are the most overlooked and
under?represented in the discourse on interfaith dialogue.
Interfaith initiatives are increasingly prevalent on college and
university campuses around the country. In large part, this trend
responds both to ongoing religious violence throughout the world
and to increasing religious tension in the United States. As such,
these interfaith initiatives often attempt to bolster interfaith
collaboration and increase awareness of different religious
cultures, identities, beliefs, and traditions. In this book,
Edwards reviews the various goals and processes associated with the
interfaith movement, and offers both warnings and suggestions for
those who are interested in pursuing an approach to interfaith
dialogue that is oriented toward social justice. In doing so, this
book fills a critical gap in academic literature surrounding the
impact of religious identity and interfaith relations on pedagogy,
educational experiences, and campus climates. Through three
descriptive case studies set in a large public university in the
United States, Edwards explores the use of Intergroup Dialogue as a
pedagogical model for interfaith dialogue. While the goal of this
pedagogy is to increase student understanding of privilege,
oppression, and social injustice pertaining to religious identity,
the cases in this book demonstrate how and why social justice
oriented interfaith dialogue can be easily derailed and, if so, may
potentially have harmful implications for religious minorities.
Accordingly, Edwards offers five necessary conditions for assuring
that social justice oriented interfaith dialogue (which Intergroup
Dialogue is intended to be) succeeds. By focusing on the unique
perspectives of four particular student participants (all of whom
have religious identities outside of the three dominant Abrahamic
religions) Edwards also highlights the experiences of those from
religious identity groups that are the most overlooked and
under?represented in the discourse on interfaith dialogue.
In our current systems of education, there is a trend toward
compartmentalizing knowledge, standardizing assessments of
learning, and focusing primarily on quantifiable and positivist
forms of inquiry. Contemplative inquiry, on the other hand, takes
us on a transformative pathway toward wisdom, morality, integrity,
equanimity, and joy (Zajonc, 2009). These holistic learning
practices are needed as a counterbalance to the over-emphasis on
positivism that we see today. In addition to learning quantifiable
information, we also need to learn to be calmer, wiser, kinder, and
happier. This book aims to find and share various pathways leading
to these ends. This book will describe educational endeavors in
various settings that use contemplative pedagogies to enable
students to achieve deep learning, peace, tranquility, equanimity,
and wisdom to gain new understanding about self and life, and to
grow holistically. Embodiment is a central concept in this book. We
hope to highlight strategies for exploring internal wisdoms through
engaging ourselves beyond simply the rational mind. Contemplative
pedagogies such as meditation, yoga, tai chi, dance, arts, poetry,
reflective writing and movements, can help students embody what
they learn by integrating their body, heart, mind, and spirit.
This edited volume seeks to build a scholarly discourse about how
Hinduism is being defined, reformed, and rearticulated in the
digital era and how these changes are impacting the way Hindus view
their own religious identities. It seeks to interrogate how digital
Hinduism has been shaped in response to the dominant framing of the
religion, which has often relied on postcolonial narratives devoid
of context and an overemphasis on the geopolitics of the Indian
subcontinent post-partition. From this perspective, this volume
challenges previous frameworks of how Hinduism has been studied,
particularly in the West, where Marxist and Orientalist approaches
are often ill-fitting paradigms to understanding Hinduism. This
volume engages with and critiques some of these approaches while
also enriching existing models of research within media studies,
ethnography, cultural studies, and religion.
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