This evening, like many evenings, I am curious about pedagogy. As our university reorganizes from departments into Clusters, I am curious to see where and how our pedagogies—the philosophies that drive our teaching practices—evolve.
We are highlighting the importance of “kindness.” We are identifying as “connected.” We are encouraging “interdisciplinarity.” As we develop practices to encourage kindness, to be connected, and to do interdisciplinarity, we must also articulate the philosophical foundations that drive these practices. (See initial musings on “interdisciplinarity” by Plymouth colleagues here, about ¼ down the page).
Commitees, task forces, working groups and Faculty Meetings need to stay on-task, vote, and produce. Where do we have conversations that help identify and refine our pedagogies? (As we seek a new director for the emerging Center for Transformation through Teaching, Leadership, and Lifelong Learning, I hope we will have a home for meaningful investigations of pedagogy. And I hope that we all step up to investigate together!)
Our campus Contemplative Education group works explicitly with pedagogy and practice. We read, write, teach, experiment, and refine our pedagogy together. I find that the more I explore the foundations of what I hold to be true and valuable (or, some might say, the more I explore my ontologies and epistemologies,) the more integrity and intentionality my teaching has.
I know there are a few other people on campus pairing the contemplative (reflective) and the active (teaching) in community with one another. (I see you at Chase Street Market, Reflective Practice peeps!). But I’m wondering if there are more, and how we can find each other.
Lastly, I’ll just put out here that there’s a lot of overlap in philosophy—maybe not yet in practice– between Open Education and Contemplative Pedagogy. They both rest on an ontology of connectedness. They both care deeply about access and inclusion. They both are rigorously self-critical and self-aware. They both value process and require alternatives to traditional, empirical assessments or evaluations.
And so, I’m adding to my ongoing projects (on teaching medieval literature, on Yoga as a NRM in the West, on mysticism & consciousness studies, etc.) an exploration of the connections between Open and Contemplative. If any ACMHE people want to join me, reach out! If any Plymouth peeps want to invite me to pedagogy-centered events or conversations you’re having in clusters, departments, or offices, reach out! Let’s connect.