Classroom as Dojo: Contemplative Teaching and Learning as Martial Art

Peer reviewed: 
Yes, item is peer reviewed.
Scholarly level: 
Faculty/Staff
Final version published as: 

Bai, H., Park, S., & Cohen, A. (2016). Classroom as dojo: Contemplative teaching and learning as martial art. The Journal of Contemplative Inquiry, 3(1), 113-131.

Date created: 
2016
Abstract: 

This paper identifies assumptions about education behind the mainstream North American schooling: that the primary educational goal is to teach subject matter and deliver knowledge and skills, most often divorced from the immediacy of students’ lifeworld, in the service of consumerism driven industrial civilization. Moreover, student behavior defined as unproductive and disruptive in terms of reaching such instrumentalist goal is seen as in need of control and management, which then becomes central concern and operation of schooling. This paper challenges these assumptions and offers a larger educational vision and practice in alignment with world wisdom traditions, namely becoming more fully human. We describe becoming human in terms of becoming increasingly whole, integrated, attuned, and in alignment in the three-fold relationality of self-other-nature. We then propose contemplative education as a way to cultivate becoming human, and offer an example of martial art practice and an alternative paradigm of classroom-as-dojo as a guiding metaphor. Contemplative learning in the dojo aims at embodied, intersubjective, and self-authoring practices.

Language: 
English
Document type: 
Article
Rights: 
You are free to copy, distribute and transmit this work under the following conditions: You must give attribution to the work (but not in any way that suggests that the author endorses you or your use of the work); You may not use this work for commercial purposes; You may not alter, transform, or build upon this work. Any further uses require the permission of the rights holder (or author if no rights holder is listed). These rights are based on the Creative Commons Attribution-NonCommercial-NoDerivatives License.
File(s): 
Statistics: