Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy

Seidel, Jackie; Jardine, David W.

doi:10.3726/978-1-4539-1233-1

Cited by 12 publications

(7 citation statements)

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“…In an educational context this opens up critical and hermeneutic possibilities, where the interactive and autopoietic nature of being and becoming comes to the fore (Kincheloe, 2003; Jardine, 2012; Seidel and Jardine, 2014), and where students and teachers may move beyond externally dictated and sedimented ways of understanding and engage more authentically, reflectively, and compassionately with the world and themselves. Here presuppositions may begin to be questioned, conditioning may be better understood, and teachers and students may get down to the business of exploring musical development in a way that embraces the organic processes of life and the primary embodied-ecological articulation of human consciousness–which reflects their fundamental status as living, autonomous participatory sense-makers (De Jaegher and Di Paolo, 2007).…”

Section: Introductionmentioning

confidence: 99%

Music as a manifestation of life: exploring enactivism and the â€˜eastern perspectiveâ€™ for music education

Schyff

2015

Front. Psychol.

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The enactive approach to cognition is developed in the context of music and music education. I discuss how this embodied point of view affords a relational and bio-cultural perspective on music that decentres the Western focus on language, symbol and representation as the fundamental arbiters of meaning. I then explore how this ‘life-based’ approach to cognition and meaning-making offers a welcome alternative to standard Western academic approaches to music education. More specifically, I consider how the enactive perspective may aid in developing deeper ecological understandings of the transformative, extended and interpenetrative nature of the embodied musical mind; and thus help (re)connect students and teachers to the lived experience of their own learning and teaching. Following this, I examine related concepts associated with Buddhist psychology in order to develop possibilities for a contemplative music pedagogy. To conclude, I consider how an enactive-contemplative perspective may help students and teachers awaken to the possibilities of music education as ‘ontological education.’ That is, through a deeper understanding of ‘music as a manifestation of life’ rediscover their primordial nature as autopoietic and world-making creatures and thus engage more deeply with musicality as a means of forming richer and more compassionate relationships with their peers, their communities and the ‘natural’ and cultural worlds they inhabit.

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Section: Introductionmentioning

confidence: 99%

Music as a manifestation of life: exploring enactivism and the â€˜eastern perspectiveâ€™ for music education

Schyff

2015

Front. Psychol.

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“…Memories and experiences cultivated, shared" (Seidel & Jardine, 2014, p. 9). According to Seidel (2014), her being as a teacher with children is no more than preparing "a joyous, creative day for [them]. [And] here we are together today and that is all" (Seidel & Jardine, 2014, p. 9).…”

Section: Discussionmentioning

confidence: 99%

Play as a Manifestation of Children s Imagination and Creativity

ALJARRAH¹

2017

JEGYS

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This theoretical paper sheds light on the interrelatedness between play, imagination, and creativity, and the importance of realizing this interrelatedness in early childhood education. Based on a thoughtful review of relevant literature, I suggest that children's play manifests and prompts their imagination and creativity. In addition, I argue that play is a fundamental element in teaching and learning that has the potential to change the classroom environment into an expansive and creative environment. In that space, we can see a real educative play that can "engage, intrigue, interest, puzzle, and enchant" (Jardine et al, 2003, p. 22). Imagination, play, and creativity are necessarily interrelated and interwoven as one fabric; they complete and prompt each other, and together they support learning, opening the door to the possible and the not-yet experienced.

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“…Contemplative, mindful practices involve an epistemology that understands and celebrates the “essential unity of the world” and our “lived interdependence” (Smith 2014 , p. 36). Seidel and Jardine ( 2014 ) highlight that contemplative teaching is reactive, moving “to the rhythms of life, to what is happening now” (p. 182). This approach provides a radical critique of Western education (Ergas 2015 ) as contemplative teaching is prepared to wonder, “is willing to doubt” and “to be uncertain” (Seidel and Jardine 2014 , p. 182).…”

Section: Contemplative Approaches Allow For Connectionmentioning

confidence: 99%

“…Seidel and Jardine ( 2014 ) highlight that contemplative teaching is reactive, moving “to the rhythms of life, to what is happening now” (p. 182). This approach provides a radical critique of Western education (Ergas 2015 ) as contemplative teaching is prepared to wonder, “is willing to doubt” and “to be uncertain” (Seidel and Jardine 2014 , p. 182). Therefore, “we learn to attend to - and expect - anything, rather than something that we have already decided upon” (Pulkki 2015 , p. 24).…”

Section: Contemplative Approaches Allow For Connectionmentioning

confidence: 99%

An exploration of how the disruption of mainstream schooling during the COVID-19 crisis provided opportunities that we can learn from so that we may improve our future relationship with the more-than-human world

Adams

Gray

2023

SN Soc Sci

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The COVID-19 crisis forced educators globally to reassess delivery of their curricula and educational priorities. Already the worsening climate crisis amid human beings’ deleterious relationship with the more-than-human world has caused many educators to demand radical reconsiderations as to the purpose and meaning of education. We ask: how did the disruption of mainstream schooling, during the COVID-19 crisis, provide opportunities that we can learn from so that we may improve our future relationship with the more-than-human world? We examine research that shows children can benefit from outdoor, contemplative pedagogical approaches that differ from their usual indoor classroom experience. Outdoor, contemplative pedagogical approaches involving freedom from “clock-time”, as were experienced by some children during the lockdowns, can allow for ways of knowing and states of being that are often marginalised or excluded from mainstream schools in industrial growth societies. We draw on underpinning theory that argues the status quo in schools conforms to a factory model of schooling that prioritises limited ways of knowing and states of being, thus, lacking the perspectives needed to enable children to cultivate a sustained, healthy relationship with nature. We suggest that outdoor contemplative approaches are required that allow children to dwell pedagogically and experience their relationship with the more-than-human world.

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Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy

Cited by 12 publications

References 0 publications

Music as a manifestation of life: exploring enactivism and the â€˜eastern perspectiveâ€™ for music education

Music as a manifestation of life: exploring enactivism and the â€˜eastern perspectiveâ€™ for music education

Play as a Manifestation of Children s Imagination and Creativity

An exploration of how the disruption of mainstream schooling during the COVID-19 crisis provided opportunities that we can learn from so that we may improve our future relationship with the more-than-human world

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