What is “contemplative reading”?

Recently a friend asked me:

What is “contemplative reading”? Is it just “thinking about” what you have read?

My shorthand answer was this:

We read for lots of different reasons: to be entertained, to acquire information, to analyze, to build arguments, to escape, etc.  But when we read contemplatively, we read to reflect upon our own lives. We engage the big questions– the un-Googleable questions: How may I live with more peace and joy? How may I deal with despair?

But there’s more!

I suggest that contemplative reading-– whatever it looks like–

  1. Requires a faith in text’s capacity to have meaning
  2. Features first-person critical practices
  3. Aims at transforming habitual ways of being, thinking, doing

This weekend I’ll be convening a one-hour workshop on contemplative reading at the 10th Annual Association for Contemplative Mind in Higher Education conference. There I’ll propose these broad contours and facilitate a conversation to help synthesize and shape this aspect of the emerging field of Contemplative Studies.

What are your thoughts? Let’s collaborate!

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Contemplative Approaches: Shared Purpose, Meaning, Goals

Over the past two weeks I’ve had several opportunities to give descriptions of Contemplative Pedagogy and Contemplative Approaches in, say, two minutes or fewer.

I’m enjoying distinguishing “Contemplative Inquiry” from “mindfulness” and bringing the conversation beyond meditation and stress-reduction to the confluence of the critical, creative, and contemplative approaches to problem-solving.

While I can talk broadly about contemplative practices, when it comes to ontology, goals, and outcomes, I find myself wondering how broadly—if at all—my positions are shared by contemplative educators.

Please allow me to brainstorm-blog on my way to articulating something substantial. Please also share with me your comments and feedback!

With colleagues I’m currently drafting a series of General Education courses entitled “Contemplative Approaches to…” and developing shared pedagogical aims of “Contemplative Approaches to Scientific Inquiry,” “Contemplative Approaches to the Past and Present,” “to the Self and Society,” and “to Creative Thought.”

Here are some of my initial musings that I’m carrying with me into a round of collaboration, research and note-taking:

  • Contemplative inquiry complements (it does not replace) critical and creative capacities and approaches.
  • Contemplative inquiry arises from dispositions of humility and curiosity.
  • Contemplative approaches consider interconnectedness in epistemology as well as in approaches to problem-solving and decision-making.
  • Contemplative approaches share a service-driven purpose.
  • Contemplative inquiry illuminates habit and prevents mission-drift by re-evaluating and articulating the purpose or the meaning of the endeavor, which may change as problems and issues arise and are addressed.

This brainstorming grows out of some beliefs that inform my pedagogy, beliefs I need to re-examine and re-assess.

Ontology, Goals, and Outcomes:

I believe in simultaneous interconnectedness and emptiness.  This “belief” is (of course) subject to scrutiny, reflection, and revision by myself and others, but it’s certainly impacting my pedagogy.

Right now I’d say a major goal of my pedagogy is to develop capacities for living with intention and agency.

A core outcome would be a more ethical, just, and (dare I say) happy life.

The next step for the coming weeks is for me to probe how other contemplative educators and researchers articulate ontological beliefs and positions. (Nudge nudge! Be a guest blogger!) I’m also gathering data on the stated goals and outcomes of my fellow contemplative educators and researchers.

Lastly, for now, I’m wondering: How might the ontological positions, goals, and outcomes of contemplative pedagogy constellate with those of the Mind and Life Institute? With Contemplative Studies? Contemplative Inquiry? With good old fashioned Philosophy?

Share your perspectives!