Meditation and the Classroom
Description
The religious studies scholars who have contributed to this book often teach about meditation, but here they include reflections on how meditation has affected them and their teaching. Until recently, though, even many religious studies professors would find sharing meditation experiences, let alone teaching meditation techniques, a breach of disciplinary and academic protocols. The value of teaching meditation and teaching about meditation is discussed. Ethical issues such as pluralism, respect, qualifications, power and coercion, and avoiding actual or perceived proselytization are also examined. While methods for religious studies are emphasized, the book provides valuable guidance for all those interested in this endeavor.
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Persons
Judith Simmer-Brown is Professor of Religious Studies at Naropa University and the author of Dakini's Warm Breath: The Feminine Principle in Tibetan Buddhism. Fran Grace is Professor of Religious Studies at the University of Redlands and the author of Carry A. Nation: Retelling the Life.
Content
Acknowledgments
Editors' Introduction
I. WHY CONTEMPLATIVE PEDAGOGY?
THE RELIGIOUS STUDIES DIALOGUE
1. The Convergence of Liberal Education and Contemplative Education-Inevitable?
Thomas B. Coburn
2. Meditation and Education: India, Tibet, and Modern America
Robert A. F. Thurman
3. Contemplative Studies: Can It Flourish in the Religious Studies Classrom?
Harold D. Roth
4. Contemplative Studies and the Art of Persuasion: The Institutional Challenge
Laurie L. Patton
II. THE CONTEMPLATIVE PROFESSOR
5. From Content, to Context, to Contemplation: One Professor's Journey
Fran Grace
6. The Collective Dynamics of Contemplative Practice
Christopher M. Bache
7. The Mindful Teacher as the Foundation of Contemplative Pedagogy
Richard C. Brown
8. Compassion Beyond Fatigue: Contemplative Training for Educators and Other Helping Professionals
John Makransky
9. Field Notes from a Daoist Professor
Louis Komjathy
III. CRITICAL ISSUES IN CONTEMPLATIVE TEACHING
10. Training the Heart Responsibly: Ethical Considerations in Contemplative Teaching
Judith Simmer-Brown
11. Invitation and Coercion in Contemplative Pedagogy
Sid Brown
12. Interiority and Higher Education: The Neurophenomenology of Contemplation
Tobin Hart
IV. CONTEMPLATIVE-BASED COURSES
13. Embodied Contemplative Learning: Aikido as a Case Study
Michelle Lelwica
14. Reflections on Theory and Practice: The Case of Modern Yoga
Stuart Ray Sarbacker
15. Sustaining Life: Contemplative Pedagogies in a Religion and Ecology Course
Barbara Patterson
16. Adab: Courteous Behavior in the Classroom
Bridget Blomfield
17. Experiencing Medieval Christian Spirituality
Kristine T. Utterback
V. CONTEMPLATIVE EXERCISES FOR THE CLASSROOM
18. Awareness Practices in an Undergraduate Buddhism Course
Andrew O. Fort
19. Contemplative Inquiry: Beyond the Disembodied Subject
Anne Carolyn Klein and Ann Gleig
20. Love of Wisdom Puts You on the Spot: The Warrior Exam
Dale Asrael
21. A Meeting of the Minds in Cyberspace: Eco-contemplative Methods for Online Teaching
Jane Compson
22. Mindfulness in the History Classroom: Teaching as Interbeing
Shu-chin Wu
23. Two Contemplative Practices That Animate the Study of Religion
John D. Copenhaver
24. Mindfulness and Contemplative Practice in Art and Religion
Deborah J. Haynes
VI. CONCLUSION: DOES IT WORK? EVALUATIONS FROM OUR STUDENTS
25. Emotional Learning: Re-cognizing Emotion and Thought in a Buddhism Course
Judith Simmer-Brown
26. Meditation in the Classroom: What Do the Students Say They Learn?
Fran Grace
Selected Bibliography
List of Contributors
Index
