Advancing a Second-Person Contemplative Approach for Collective Wisdom and Leadership Development

Gunnlaugson, Olen

doi:10.1177/1541344610397034

Cited by 19 publications

(15 citation statements)

References 18 publications

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“…In the COI model, emotional presence is understood in terms of emotional expression which is part of social presence (Garrison, Anderson, & Archer, 2010; Garrison & Arbaugh, 2007). However, the role of emotional presence in learning appears to go beyond emotional expression and includes motivational and affective experiential elements such as self-efficacy, openness, expanded self-awareness, heightened receptivity to others, and an enhanced ability to manage high arousal emotional states which are prevalent in learning (Conway, Tugade, Catalino, & Frederickson, 2013; Dirkx, 2008; Gunnlaugson, 2011; Kang, Liew, Kim, & Park, 2014; Kestly, 2016; Lawrence, 2012; Pekrun & Stephens, 2010; Shea & Bidjerano, 2010; Zembylas, Theodorou, & Pavlakis, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Community of Inquiry and Emotional Presence

2018

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The community of inquiry (COI) model identifies elements which are fundamental to a successful online learning experience, namely, teaching presence, cognitive presence, and social presence. The model has received empirical support as a useful framework for understanding the online learning experience. A limitation of the model is its understanding of emotional presence which, according to the COI model, is seen solely in terms of emotional expression, which, in turn, is a part of social presence. Emotional intelligence would support a much broader role for emotional presence in learning and embrace to a larger extent how emotions play out in the learning process, than singularly “emotional expression” in the original COI framework. Thus, the article first presents a conceptualization of emotional presence in terms of emotional intelligence. Second, it discusses the relationship of emotional presence to teaching presence and how teaching presence may foster emotional presence in learners. Finally, how emotional presence in teaching presence may foster social presence and cognitive presence in learners and lead to successful learning is presented.

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Section: Introductionmentioning

confidence: 99%

The Community of Inquiry and Emotional Presence

2018

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“…The theory's philosophical underpinnings are constructivism, humanism, and critical theory. Over the past thirty years, a rich set of new approaches has evolved, including the role of transformative learning in organizational learning (Watkins, Marsick, & Faller, 2012) and leadership development (Gunnlaugson, 2011). The pedagogy of transformative learning has received widespread attention in higher education and professional development (e.g., Brookfield, 1995Brookfield, , 2004Cranton, 2006;Kasworm & Bowles, 2012).…”

Section: Transformative Learning Theory: New Frames Of Reference For mentioning

confidence: 99%

Preparing for Complexity and Wicked Problems through Transformational Learning Approaches

Yukawa¹

2015

JELIS

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As the information environment becomes increasingly complex and challenging, Library and Information Studies (LIS) education is called upon to nurture innovative leaders capable of managing complex situations and "wicked problems." While disciplinary expertise remains essential, higher levels of mental complexity and adaptive capabilities are also needed to manage complexity. This article reviews three transformational learning approaches with the potential to effectively guide student growth toward these higher levels: (1) overcoming immunity to change, (2) threshold concepts and variation theories, and (3) transformative learning theory. All three approaches aim at transforming high-level meanings that are limiting into understandings that empower in order to achieve pragmatic goals, comprehend foundational disciplinary concepts, and generate new frames of reference for social justice.

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“…Model for Inclusive Spiritual Care has served as the course framework, given its positive reviews (Scott Barss, 2012aBarss, , 2012bBarss, , 2014Mcharo, 2018; Scott Barss, Clarke-Arnault & McDonald, 2019). Contemplative education is the selected pedagogy, chosen for its ability to support learners in deepening their capacity to fully and compassionately be present to the spiritual needs and strengths within themselves, others, and the health care environment (Barratt, 2016;Gunnlaugson, 2011). Contemplative education is a holistic approach to education that infuses learning with contemplative practices and learning activities to promote insight, attention, and compassion for oneself, others, and the broader environment (SCBScN, 2020, informed by The Center for Contemplative Mind in Society, 2019a; Barratt, 2016;Gunnlaugson, 2011).…”

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confidence: 99%

Spiritual Care in Holistic Nursing Education: A Spirituality and Health Elective Rooted in T.R.U.S.T. and Contemplative Education

Barss

2019

J Holist Nurs

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Research to date demonstrates that spiritual care as an integral part of holistic nursing can be hampered if nurses experience insufficient preparation or organizational cultures that fail to prioritize spiritual well-being. In response, the author has developed a three-credit spirituality and health elective in an undergraduate nursing program to help participants address spiritual needs and mobilize spiritual strengths within themselves, patients, and workplaces. Using the T.R.U.S.T. Model for Inclusive Spiritual Care as its framework, the six-unit course draws on contemplative education practices in hopes of preparing a critical mass of nurses with the ability and confidence to foster safe, relevant spiritual care and promote a holistic, patient-centered health care culture. Course participants regularly demonstrate and report deeper self-awareness, skills development, and confidence in relation to spiritual care; the course also has been positively evaluated and fully subscribed over its seven offerings to date, validating its effectiveness in relation to short-term outcomes. Research is needed to evaluate its long-term effectiveness in helping alumni integrate spiritual care into their holistic practice and workplace culture.

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Advancing a Second-Person Contemplative Approach for Collective Wisdom and Leadership Development

Cited by 19 publications

References 18 publications

The Community of Inquiry and Emotional Presence

The Community of Inquiry and Emotional Presence

Preparing for Complexity and Wicked Problems through Transformational Learning Approaches

Spiritual Care in Holistic Nursing Education: A Spirituality and Health Elective Rooted in T.R.U.S.T. and Contemplative Education

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