Contemplative Teaching and Learning: Opportunities for Asian Studies

Contemplative education, a movement in higher education, integrates critical subjectivity into the classroom by combining cognitive science with Asian contemplative traditions. This article traces the movement's development, highlighting key innovators from Asian Studies and outlining the theoretical basis of first-person inquiry in learning. It reviews meditation science findings that support the impact of these innovations, explaining why contemplative pedagogy benefits students. The author surveys pedagogies for introducing mindfulness, contemplation, and compassion practices into the curriculum, from rudimentary to complex, and provides examples of best practices for undergraduate professors. A bibliography of additional readings is included.

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Abstract

Keynote Address, 2018 ASIANetwork Conference Contemplative education is a contemporary movement in higher education that builds upon the epistemological work of cognitive scientists in conversation with contemplative traditions of Asia, integrating critical subjectivity into the classroom. This article traces the development of this movement, identifying key innovators who are from the field of Asian Studies, and outlining the theoretical basis of first-person inquiry in learning. Sample findings of meditation science support the impact of these innovations, showing why contemplative pedagogy is beneficial for students. In addition, the author surveys pedagogies for introducing mindfulness, contemplation, and compassion practices into the curriculum in rudimentary and more complex ways, giving examples of best practices for the undergraduate professor. A bibliography of additional readings and sources is included, for further information.