Contemplative Learning and Inquiry across Disciplines

Olen Gunnlaugson is Assistant Professor of Leadership and Organizational Development at Université Laval, Canada, and the coeditor (with Sean Esbjörn-Hargens and Jonathan Reams) of Integral Education: New Directions for Higher Learning, also published by SUNY Press. Edward W. Sarath is Professor of Music and Director of the Program in Creativity and Consciousness Studies at the University of Michigan and the author of Improvisation, Creativity, and Consciousness: Jazz as Integral Template for Music, Education, and Society, also published by SUNY Press. At Simon Fraser University, Canada, Charles Scott teaches Education and Heesoon Bai is Professor of Philosophy of Education. Bai is the coeditor (with Marcia McKenzie, Paul Hart, and Bob Jickling) of Fields of Green: Restorying Culture, Environment and Education.

• An Introduction to Contemplative Learning and Inquiry Across DisciplinesOlen Gunnlaugson, Edward W. Sarath, Charles Scott, and Heesoon BaiPart I. Contemplative Studies: A New Academic Descipline1. Contemplative Pedagogy in Higher Education: Toward a More Reflective AcademyArthur Zajonic, Amherst University2. A Philosophical Framework for Contemplative EducationDeborah Orr, York University3. Kindred Spirits in Teaching Contemplative Practice: Distraction, Solitude, and SimplicityMara Adelman, Seattle University4. Contemplation: The Soul’s Way of KnowingJohn (Jack) P. Miller, Ontario Institute for Studies in Education, University of Toronto5. Fitting in Breath Hunting: Thai and U.S. Perspectives of Contemplative PedagogyDavid Lee Keiser, Monclair State University, and Saratid Sakulkoo, Burapha University 6. A Pedagogy for the New Field of Contemplative StudiesHarold D. Roth, Brown UniversityPart II. Domain Specific Perspectives 7. Learning about Obligation, Compassion, and Global Justice: The Place of Contemplative PedagogyDavid Khane, University of Alberta 8. History as Dharma: A Contemplative Practice Model for Teaching the Middle East and AfricaElise G. Young, Westfield State University9. Paying Attention: Introspection as a Ground of LearningDaniel Barbezat, Amherst College 10. Integrating Mindfulness Theory and Practice at Lesley UniversityNancy W. Waring, Lesley University11. Information and Contemplation: Exploring Contemplative Approaches to Information TechnologyDavid M. Levy, University of Washington12. Contemplative Pedagogy: Perspectives from Cognitive and Affective ScienceAlfred W. Kaszniak, University of ArizonaPart III. Contemplating Change: Individual and Collective Transformation in Contemplative Education Environments13. Transformative Pathways: Engaging the Heart in Contemplative EducationDiana Denton, University of Waterloo14. Contemplating Uncomfortable Emotions: Creating Transformative Spaces for Learning in Higher EducationJohn Eric Baugher, University of Southern Maine15. Contemplative Disciplines in Higher Education: Cutting through Academic MaterialismDaniel Vokey, University of British Columbia16. Transitions: Teaching from the Spaces BetweenRichard C. Brown, Naropa University17. A Call for Wisdom in Higher Education: Contemplative Voices from the Dao-FieldHeeson Bai, Simon Fraser University; Avraham Cohen, City University; Tom Culham, Sean Park, Shahar Rabi, Charles Scott, and Saskia Tait, Simon Fraser UniversityPart IV. New Frontiers of Contemplative Learning and Instruction 18. Considerations for Collective Leadership: A Threefold Contemplative Curriculum for Engaging the Intersubjective Field of LearningOlen Gunnlaugson, Université Laval19. Buberian Dialogue as an Intersubjective Contemplative PraxisCharles Scott, Simon Fraser University20. Contemplative Pedagogy and Compassionate PresenceJoanne Gozawa, California Institute of Integral Studies 21. What Next?: Contemplating the Future of Contemplative EducationEdward W. Sarath, University of Michigan22. An Inquiry into the Field Dynamics of Collective LearningChris Bache, Youngstown State University in conversation with Olen Gunnlaugson, Université LavalAuthor BiographiesIndex

"This volume will educate the simply curious, inspire the deeply committed, and advance the conversation among proponents and skeptics of contemplative inquiry, which is all to the good for the larger discussion of why we teach." — Teaching Theology and Religion