Contemplative pedagogy as a framework for education about ageism

Erickson, Mary Ann

doi:10.1080/02701960.2019.1689357

Cited by 8 publications

(2 citation statements)

References 41 publications

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“…Contemplative pedagogy is an educational approach that uses contemplative practices to support the development of student attention, emotional balance, empathetic connection, and compassion (Zajonc & Sanders, 2013). The aim of contemplative pedagogy is to incorporate experiences that help students notice and analyze their internal experience and connect this experience to the outer world (Barbezat & Bush, 2014; Erickson, 2019). From this perspective, students in this course are (a) taught from a contemplative approach and (b) engage in three contemplative practices—group meditation, reflection journals, and an embodied SL experience.…”

Section: Discussionmentioning

confidence: 99%

Contemplative Pedagogy: Fostering Transformative Learning in a Critical Service Learning Course

Gardner

2020

Journal of Experiential Education

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Background: Research demonstrating the positive outcomes of service learning among university students is robust and some describe the impact as transformative. Purpose: To help me better understand how I can support transformative learning in my classroom, this study explored how an intergenerational critical service learning project fostered change among student participants. Methodology/Approach: Data consisted of reflection journals collected over 6 years from 228 students who participated in a course-based intergenerational service learning project and researcher field notes. Using a qualitative design and narrative methodology analysis took place over a 2-year period and consisted of a 3-stage process: deep reading, identifying stories, and re-storying to generate findings. Findings/Conclusions: Three mechanisms were found to foster transformation among students—writing as inquiry, embodied learning, and mindfulness. The two-pronged contemplative approach used in this course informs the way in which students experience the critical service learning project. Together, they provide a deep and transformative learning opportunity. Implications: Insights into course design and pedagogical approaches that support transformative learning.

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Section: Discussionmentioning

confidence: 99%

Contemplative Pedagogy: Fostering Transformative Learning in a Critical Service Learning Course

Gardner

2020

Journal of Experiential Education

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“…In the present research, we sought to build on the existing literature on creating inclusive classrooms and educational activities (e.g., Ahmad et al, 2019; Douglas et al, 2008; House et al, 2023; Stewart, La Duke, et al, 2003; Wang et al, 2022) by experimentally examining the effects of a “mindful” teaching approach on Black students’ classroom experiences. A great deal of research speaks to the importance of integrating mindful, or “contemplative” practices in higher education learning environments (e.g., Bush & Barbezat, 2014; Erickson, 2021; Rhodes, 2019; Warren & Chappell Deckert, 2019). Much of this work outlines how mindful meditations or mindfulness-facilitating learning exercises can help students gain a deeper understanding of course material.…”

Section: Prior Research On Fostering Inclusive College Environmentsmentioning

confidence: 99%

A “mindful” approach to inclusive education.

Stewart,

Willard,

Steiner

et al. 2023

Scholarship of Teaching and Learning in Psychology

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In an experimental study, we examined effects of a “mindful” teaching style on anticipated classroom experiences of Black and White students. College students (118 Black students; 127 White students) were randomly assigned to read a transcript of a Cognitive Science class session and to answer questions about their perceptions of potentially taking the course. Transcripts varied in whether the instructor taught “mindfully” (e.g., oriented in the present, alert to distinctions; Langer, 1989) or “mindlessly” and was Black or White, as denoted by pretested names. We then assessed the extent to which participants anticipated feeling valued in the class. We predicted that Black students would feel less valued and respected by White, versus Black, instructors (Boysen et al., 2009; Chesler, 1997; Hurtado et al., 2015), but that this difference would no longer be significant when instructors taught mindfully. Based on the prior research on factors associated with positive classroom experiences (Kawakami et al., 2000; Kunstman et al., 2022), we also assessed perceptions of instructors’ genuineness/trustworthiness, predicting that this perception would mediate positive effects of mindful teaching for Black students. Neither teaching style nor professor race impacted White students’ assessments. However, there was a significant interaction of teaching style and professor race for Black students, who anticipated feeling less valued by White than Black instructors when instructors taught mindlessly, but not when they taught mindfully. Perceived instructor genuineness/trustworthiness fully mediated this effect. Implementing a mindful teaching style may be one-way White instructors can create more welcoming, affirming classroom environments for Black students.

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