Re-Envisioning Higher Education
Embodied Pathways to Wisdom and Social Transformation
1st Edition
Published on 1. October 2013
387 pages
978-1-62396-399-6 (ISBN)
Description
This book will expand the horizon of higher education, helping students, faculty and administrators to return to their roots and be in touch with their whole being. This book stresses that learning is much more than just accumulating knowledge and skills. Learning includes knowing ourselves-mind, body, and spirit. The learning of compassion, care, and service are as crucial or even more important in higher education in order for universities to address students' individual needs and the society's needs. Higher education must contribute to a better world. The book acknowledges that knowing not only comes from outside, but also comes from within. Wisdom is what guides students to be whole, true to themselves while learning. There are many ancient and modern approaches to gaining wisdom and wellness. This book talks about contemplative methods, such as meditation, qigong, yoga, arts, and dance, that help people gain wisdom and balance in their lives and enhance their ability to be reflective and transformative educators and learners.
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Jing Lin | Rebecca L. Oxford | Edward J. Brantmeier
Re-Envisioning Higher Education
Embodied Pathways to Wisdom and Social Transformation
Book
10/2013
Information Age Publishing
€77.70
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Content
- Cover
- Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Social Transformation
- Transforming Education for the Future
- Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Social Transformations
- Copyright
- CONTENTS
- DEDICATION AND ACKNOWLEDGEMENT
- INTRODUCTION: Expanding the Roles of Higher Education and Contemplative Pedagogies for Wisdom and Innovation
- I: CONNECTIVITY, VIRTUES, AND MORALITY: NEW PARADIGMS IN HIGHER EDUCATION
- 1: RE-VISIONING HIGHER EDUCATION: The Three-Fold Relationality Framework
- PREAMBLE
- WHAT IS EDUCATION GOOD FOR?
- INNERWORK AND KNOW THYSELF
- EMBODIMENT OF SELF-CULTIVATION
- THE LIMITATION AND EXPANSION OF THE FOCUS ON CRITICAL THINKING
- DIALOGUE AND INTERSUBJECTIVITY
- BECOMING EARTH
- CODA: IMAGINING THE POSSIBILITIES
- REFERENCES
- 2: EDUCATION FOR TRANSFORMATION AND AN EXPANDED SELF: Paradigm Shift for Wisdom Education
- THE NEED FOR WISDOM EDUCATION
- COMPONENTS OF WISDOM EDUCATION
- VIRTUES AS THE UNDERLYING FOUNDATION FOR WISDOM
- CONTEMPLATIVE PRACTICES AS PATHWAY TO WISDOM EDUCATION
- SOME INDICATION OF LEVELS OF AN EXPANDED SELF
- REFLECTION AND CONCLUSION
- REFERENCES
- 3: EXPLORING UNCONSCIOUS EMBODIED ETHICAL TRANSFORMATION: Perspectives from Daoist Body-Mind Contemplative Practices
- WHY EMBODIED ETHICS
- NEUROSCIENCE DISCOVERIES REGARDING THE INTEGRATION OF BODY, EMOTIONS AND MIND
- EXAMPLES OF BIAS TO COGNITION
- CONCEPTS OF MIND, BODY AND VIRTUE: DAOIST AND WESTERN PERSPECTIVES
- CONTEMPORARY APPLICATION OF MIND, BODY AND VIRTUE CONCEPTS THROUGH INNER WORK
- INVESTIGATING DAOIST INNER WORK PRACTICES FOR EDUCATION INSIGHTS
- CONSIDERING DAOIST PERSPECTIVES IN LIGHT OF CURRENT NEUROSCIENCE AND PSYCHOLOGY
- Effect of Contemplative Practices on the Brain and Behavior: Neuroscience Findings
- An Integrated View of Body, Emotions, Mind
- REFERENCES
- 4: DEVELOPING MORAL INTELLIGENCE: Global, Networked, and Embodied Approaches
- INTRODUCTION
- DEVELOPING MORAL INTELLIGENCE
- A Quic Overview
- Studying and Practicing Universal Virtues
- Leveraging Information and Social Networks
- High Quality Online Course Materials
- Online Encyclopedia and Knowledge-base
- Online Q/A and Discussion
- Social Network
- Global Learning
- An International Advisory Board of Moral Wisdom
- Neuroscience, Embodied Cognitive Science, and Mind/Body Meditation
- Neuroscience Research on Mind/body and Morality
- Traditional Mind/Body Meditation and Moral Development
- Enhancing Moral Education with Mind/body Meditation
- CONCLUDING REMARKS
- ACKNOWLEDGEMENT
- REFERENCES
- II: TRANSFORMATIVE PEDAGOGIES AND WELLNESS, HOLISM AND PEACE
- 5: TRANSFORMATIVE APPROACHES TO TEACHER EDUCATION: Becoming Holistic Educators in "Unholistic" Settings
- CONTEXT
- FRAMEWORK AND METHODOLOGY
- TERMINOLOGY
- PEDAGOGICAL FRAMEWORK
- RESEARCH METHODOLOGY
- PEDAGOGY
- VISION OF EDUCATION
- NOURISHING THE INNER LIFE
- COMMUNITY
- CONCLUSION
- REFERENCES
- 6: PEDAGOGY OF VULNERABILITY: Definitions, Assumptions, and Applications
- INTRODUCTION
- DEFINING PEDAGOGY OF VULNERABILITY
- Diversity Work and Vulnerability
- Pedagogy of Vulnerability-An Original Concept? No.
- IGD and Vulnerability
- ASSUMPTIONS OF A PEDAGOGY OF VULNERABILITY
- Assumption: Vulnerability opens learning opportunities on cognitive, emotional, and behavioral levels-particularly emotional.
- Assumption: Self-disclosure is selective and purposeful, not random.
- Assumption: Vulnerability invites vulnerability.
- Assumption: As an educational tool, vulnerability holds promise for "deep learning," yet can be risky business.
- Assumption: Sometimes the risks of vulnerability outweigh the benefits.
- Assumption: There is privilege and power in vulnerability.
- Assumption: Depth and pace matter.
- Assumptions: Relationships, Assessment, and Emotions Matter
- Assumption: Ethical choices matter
- APPLICATIONS: CONTEMPLATIVE AND EMBODIED PRACTICES
- TOWARD A PEDAGOGY OF VULNERABILITY
- ACKNOWLEDGEMENTS:
- REFERENCES
- 7: ANTI-DOMESTIC AND DATING VIOLENCE EFFORTS ON CAMPUS: A Case Study of A Holistic Program
- INTRODUCTION
- CRITIQUE OF CURRENT CAMPUS DOMESTIC VIOLENCE AWARENESS PROGRAMS
- THE FAILED PARADIGM
- A NEW PARADIGM
- BARRY UNIVERSITY'S DOMESTIC VIOLENCE AWARENESS PROGRAM
- THE COLLEGE BRIDES WALK
- CONCLUSION
- REFERENCES
- 8: TEACHING PEACE AND WELLNESS AS THE WISDOM PATH
- INTEGRATING PEACE AND WELLNESS EDUCATION ACROSS CURRICULUMS
- MINDFULNESS BASED EDUCATION
- RELAXATION RESPONSE
- NEUROFEEDBACK: RE-TEACHING THE BRAIN TO LEARN BETTER
- THE FORGIVENESS PROJECT
- PEACE BUILDING VERSUS ANTI-BULLYING PROGRAMS
- WELLNESS VERSUS DISEASE PROGRAMS
- THE BENEFITS OF EXERCISE AND OTHER STRESS RELIEVING MOVEMENTS
- HIGHER EDUCATION ENVIRONMENTS WITH WELLNESS BASED COURSES
- Wellness Courses for Credit
- Rochester Institute of Technology (RIT)
- University of Iowa
- Arizona Center for Integrative Medicine
- Center for Integrative Medicine, University of Maryland
- The Maryland University of Integrated Health: A Look into the Future for Advanced Master Studies in Holistic Health & Wellness
- CONTINUING EDUCATION AND SUMMER PROGRAMS
- SUMMARY
- CONCLUSION
- NOTES
- REFERENCES
- 9: ENACTING INDIGENOUS WISDOM WITHIN HIGHER EDUCATION PEDAGOGIES: An Example from Early Childhood Teacher Education in Aotearoa
- INTRODUCTION
- DESCRIPTION OF CONTEXT
- EARLY CHILDHOOD TEACHER EDUCATION IN NEW ZEALAND
- MAORI UNDERSTANDINGS AS EMBODIED ENACTMENT
- PEDAGOGICAL PRACTICES IN THE EARLY CHILDHOOD TEACHER EDUCATION PROGRAMME
- Te Timatanga (The Beginning)
- Kei te haere tonu te mahi nei (Ongoing Involvement)
- Koha (Gifts)
- Te Kaiako (The teacher)
- CONCLUSION
- GLOSSARY OF MAORI TERMS:
- REFERENCES
- III: YOGA AND MEDITATION FOR WISDOM, COMPASSION AND INTEGRITY
- 10: THE POWER OF MEDITATION IN COLLEGE LEARNING
- INTRODUCTION
- CLASSROOM NARRATIVE: "YOU WANT US TO WHAT?"
- COMPASSION COURSE-BACKGROUND
- COMPASSION: FROM THEORY TO PRAXIS
- TEACHING TONGLEN MEDITATION
- MEDITATION IN HIGHER EDUCATION
- SOCIETAL TRANSFORMATION
- CONCLUSION
- NOTE
- REFERENCES
- 11: YOGA AND HIGHER EDUCATION: Adding Concentration, Clarity, and Compassion to Learning
- CONTEMPORARY HIGHER EDUCATION
- YOGA AND THE WESTERN WORLD
- ASHTANGA YOGA
- The Eight Limbs
- WESTERNIZATION OF YOGA
- INCLUDING YOGA ETHICS IN EDUCATION
- 12: "THE NEEDS OF THE HEART": Finding No-Self in the College Classroom
- DEFINING TERMS
- The Difference Between the Western Ego and the Buddhist "Senseof Self" or "Self-Consciousness"
- TEACHING CONTEMPLATION
- FLOW AS AN ASPECT OF NO-SELF
- LOOKING FOR STRANGENESS
- ENVISIONING TRANSFORMATION
- REFERENCES
- 13: EMBODYING HIGHER-EDUCATION TOWARDS INTEGRITY
- INTRODUCTION AND METHOD
- LITERATURE REVIEW
- INTEGRITY AND HIGHER EDUCATION
- THE YOGIC POSTURE AND INTEGRITY
- THE YOGIC POSTURE AS EMBODIED PEDAGOGY TOWARDS INTEGRITY
- IS THIS APPLICABLE IN A UNIVERSITY OR COLLEGE SETTING?
- CONCLUSION
- REFERENCES
- IV: DEVELOPING THE ECOLOGICAL SELF AND CULTIVATING DEEP CONNECTION WITH NATURE
- 14: TOWARD AN ECOLOGICAL SELF AMID AN EMPATHY DEFICIT: Higher Education, Psychology, and Mindful Connection with Nature
- MILLENNIALS AND GENERATION ME
- EMPATHY AND WHY IT MATTERS
- CONNECTION TO THE NATURAL WORLD: INFLUENCES FROM THE WORLD OF PSYCHOLOGY
- EXAMPLES OF CREATING NATURE CONNECTIONS IN THE COLLEGE CURRICULUM
- IMPLICATIONS FOR BROADER UNIVERSITY CURRICULUM
- REFERENCES
- 15: GROUND TRUTH: Investigations of Earth Simultaneously Spiritual and Scientific
- CRITICAL NEEDS FOR THE 21ST CENTURY
- NOURISHING SCIENCE
- THIS GEOLOGIAN'S PEDAGOGY FOR TERRESTRIANS
- CONCLUDING REFLECTIONS
- REFERENCES
- 16: USING HULA TO TEACH PERSONAL, INTER-PERSONAL, AND ENVIRONMENTAL PEACE
- INTRODUCTION
- PEACE EDUCATION: MORE LOVE, LESS COMPETITION
- A BRIEF HISTORY OF HAWAI`I, THE HAWAIIAN PEOPLE, AND HULA
- GATHERING MY HULA KNOWLEDGE
- HULA AS EMBODIED HISTORY
- RESPECT FOR NATURE
- COMMUNITY BUILDING
- HULA 101?
- CONCLUSION
- REFERENCES
- V: SERVICE LEARNING AND SPIRITUAL GROWTH
- 17: SERVICE LEARNING AS CIVIC AND SPIRITUAL ENGAGEMENT
- INTRODUCTION
- WHAT DOES HIGHER EDUCATION TEACH AND WHY?
- THE RESPECTIVE ROLES OF SERVICE-LEARNING AND MIND-BODY WISDOM IN DEVELOPING WHOLE STUDENTS
- Imparting Inner Fulfillment: Mind-Body Enhancement Techniques
- From Ethereal to Practical: Service-Learning Pedagogy
- INTEGRATING MIND-BODY AWARENESS WITH SERVICE LEARNING PEDAGOGY: A PROPOSED CURRICULUM
- CONCLUSION
- REFERENCES
- 18: MINDFULNESS MEDITATION AND SERVICE LEARNING: Complementary Ways of Knowing
- ORIGINS AND APPLICATIONS OF MINDFULNESS
- Defamiliarization
- The Problem of Technology Dependence
- Methodology
- DOMINICAN REPUBLIC
- BELIZE
- COSTA RICA
- NEW ORLEANS
- CONCLUSIONS
- REFERENCES
- 19: LOCATING SELF BY SERVING OTHERS: A Journey to Inner Wisdom
- LITERATURE REVIEW
- METHOD
- FINDINGS
- DISCUSSION
- IMPLICATIONS FOR RE-ENVISIONING HIGHER EDUCATION
- REFERENCES
- VI: AWAKENING EDUCATION: CONCLUSION AND NEW OPENINGS
- 20: AWAKENING EDUCATION: Toward a Rich Tapestry of Mindful and Contemplative Engagement for Social/Environmental Transformation
- DWELLING IN DIFFICULTIES
- Witnessing the Contemplative Turn in North America
- TOWARD REMEMBRANCE-LEARNING
- RE-ENVISIONING "VALUE"
- Spirited Re-groundings and Re-connections
- MINDFULNESS AND SOCIAL/ENVIRONMENTAL TRANSFORMATION
- NEW EDUCATIONAL OPENINGS IN THE ART OF CONTEMPLATIVE ENGAGEMENTS
- ACKNOWLEDGMENTS
- REFERENCES
- AUTHOR BIOGRAPHIES
- INDEX
