Greetings from the ACMHE Conference at UMass Amherst!
Yesterday, in a session on Contemplative Writing, a presenter talked a bit about reflective writing, brainstorming, and free-writing. Noting that these exercises have a long history, particularly in literacy education, an attendee asked “What makes these activities “contemplative?”
It’s a good question and we had a vigorous, though brief, discussion about it. For me: I don’t think that “brainstorming” or “free-writing” are “contemplative writing” in themselves. Rather, they are writing activities that we can use in support of our contemplative pedagogy.
We, I think, share an underlying teaching philosophy that draws from centuries of human wisdom, from “the contemplative life” of various traditions.
Yes, “contemplative pedagogy” means using meditative practices from these traditions, but it also takes as its basis some ontological, or even cosmological, beliefs. Our teaching techniques cultivate dispositions, develop skills, and convey content in service of a larger philosophy—our pedagogy.
We borrow tips, tricks, and techniques from a variety of educational realms. We are not the first teachers to use reflective writing, to attend to the non-cognitive attributes of our students (i.e. their inner life). It’s important that we recognize our own indebtedness to the many educators who do not identify as “contemplative,” and that we have our own robust sense of the pedagogy that inspires our praxis.
This morning at 9:20 I’ll be attending “Embracing diverse cosmologies and practices in contemplative education,” a session described as taking a critical look at the primary routes (mindfulness, Buddhism) that we’ve, so far, used into contemplative inquiry. I’m hoping this session will help us articulate the individual and collective theories and philosophies that drive our teaching.