In this ~3 minute video I offer some evolving thoughts on contemplative processes (rather than “practices”) as a basis for contemplative pedagogy. Transcript below and an earlier post on the topic here.
[TRANSCRIPT] Hi this is Karolyn Kinane at the Contemplative Sciences center at the University of Virginia and if you haven’t yet watched the brief video on contemplative processes you may want to look at that but no big deal if you haven’t. I’m just going to take a few moments here to share a bit of what I see as the role of contemplation in higher education classrooms– in academic work.
So I see contemplation as an invitation to pause and check in as instructors with the work we’re doing as in terms of values alignment in course design and facilitation, in terms of what we’re asking students to do and be, and in terms of the opportunities we’re allowing students to practice contemplative processes, that is, being intentional, self aware, expressing care, and reflecting in order to make meaning from their experiences.
So contemplative inquiry I see as a complement to critical thinking, creative expression problem solving, and ethical action.
That is, with problem solving and collaboration: if I’m in auto-pilot and reacting from past experiences or if I’m just hungry and don’t even realize it because I’m living in my head and ignoring my body, then it’s difficult to think of new ways to do things. If I’m not listening openly to my constituents, clients, or colleagues, students, if I’m busy projecting, narrating, judging without even realizing it, then that’s going to hamper my ability to connect and be effective and to problem solve.
Similarly, If I’ve overdeveloped one aspect of my critical capacities, what Peter Elbow calls the “doubting game,” then I might only see the flaws, mistakes and gaps in proposals, arguments, articles, and I’ll miss the opportunity to learn something new, to have my mind changed, to support a colleague or a student and to elevate their gifts
So there are many ways to invite a contemplative pause for ourselves as instructors in our course design, in a difficult teaching moment, when I’m sitting down to grade. I can take a pause to check in, notice what’s happening with me, check in with my intentions and values, choose what to do rather than unthinkingly reacting, and also we can reflect in solitude or in community about how things went, and make meaning from our experiences.
I think there are many ways to invite students into contemplative processes in ways that make sense for your values, for your contexts. I can design activities where students intentionally practice generosity or whatever disposition might complement the content and skills of a particular course. I think as instructors we don’t need to ask our students to meditate in class in order to bring contemplative processes to them, and in fact I would say if you’re uncomfortable with that or you don’t have a practice absolutely don’t! [laughs] But if you authentically value slow sitting with information, the ability to give a person or a situation a generous read, the capacity to understand one’s self, the ability to connect meaningfully with others, then I invite you to engage in your contemplative processes alone, in community, and consider the best way to bring those into your teaching. Thanks!
College Contemplative 