The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
Opening the Contemplative Mind in the Classroom
Abstract
How we know is as important as what we know. However, contemporary pedagogy and curriculum generally exclude a fundamental way of knowing—the contemplative—from any viable role in education in favor of a rational and empirical approach. As a result, few mainstream teachers or curriculum planners have explicitly integrated the contemplative into the classroom. Yet, contemplative knowing has been described as fundamental to the quest for knowledge and wisdom and complementary to analytic processing. The present article offers educators a rationale for returning the contemplative to education by summarizing research on the impact of contemplation on learning and behavior. It then provides a range of specific approaches for teachers that can be easily integrated into existing curriculum from elementary to university levels. The result of such integration transforms learning and the learner while affecting the very practical concerns of mainstream education.
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Health and quality of life outcomes
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The Unschooled Mind: How Children Think and How Schools Should Teach
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Cited by
Conceptual and methodological issues in research on mindfulness and meditation.
Davidson, R. J., & Kaszniak, A. W. (2015) · American Psychologist · doi:10.1037/a0039512 · Cited by 773
Learning to BREATHE: A Pilot Trial of a Mindfulness Curriculum for Adolescents
Broderick, P. C., & Metz, S. (2009) · Advances in School Mental Health Promotion · doi:10.1080/1754730x.2009.9715696 · Cited by 409
ROESER, R. W., & PECK, S. C. (2009) · Educational Psychologist · doi:10.1080/00461520902832376 · Cited by 254
Mindfulness, Self-Care, and Wellness in Social Work: Effects of Contemplative Training
McGarrigle, T., & Walsh, C. A. (2011) · Journal of Religion & Spirituality in Social Work: Social Thought · doi:10.1080/15426432.2011.587384 · Cited by 159
Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017
Ergas, O., & Hadar, L. L. (2019) · Review of Education · doi:10.1002/rev3.3169 · Cited by 109
Metadata
- Authors
- Hart, T.
- Venue
- Journal of Transformative Education
- Publisher
- SAGE Publications
- Published
- 2004-01
- Volume
- 2
- Issue
- 1
- Pages
- 28-46
- ISSN
- 1541-3446 (ISSN-L)
- 1552-7840
- OpenAlex
- W2005484684
- Cited by
- 271
- References
- 25
- FWCI
- 13.73
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
