Holistic-contemplative pedgagogy for twenty-first century teacher education as healing

Resource type
Date created
2018-09-14
Authors/Contributors
Abstract
This chapter centralizes the thesis that lack of holism in the way we live our lives manifests as imbalance, wounding, and brokenness in all members of the planet earth. Hence, we propose that healing should be an important aim of education in response to the damage that is experienced everywhere today on this planet. We look to contemplative inquiry as a way of integrating the healing methodology into holistic education. We then critically examine contemplative education itself and some of its contemporary challenges, and advocate for a comprehensive approach that recognizes the importance of psychological inner work that addresses the deep wounding, along with the healing work in intersubjectivity. The chapter concludes with suggestions for the inclusion of contemplative inquiry in teacher education, and highlights how artistic practices can serve as an effective means of recovering holism in contemplative inquiry.
Document
Published as
Bai, H., Morgan, P., Scott, C., & Cohen, A. (2018). Holistic-contemplative pedgagogy for twenty-first century teacher education as healing. In J. P. Miller, K. Nigh, M. J. Binder, B. Novak, & S. Crowell (Eds.), International handbook of holistic education (pp. unknown). New York, NY: Routledge.
Publication title
International handbook of holistic educatio
Document title
Holistic-contemplative pedgagogy for twenty-first century teacher education as healing
Editor
J. P. Miller, K. Nigh, M. J. Binder, B. Novak, & S. Crowell
Date
2018
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Copyright is held by the author(s).
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Peer reviewed?
Yes
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