Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education

Autor/inn/en	Gunnlaugson, Olen; Cueto de Souza, Renata; Zhao, Steven; Yee, Allen; Scott, Charles; Bai, Heesoon
Titel	Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education
Quelle	In: Journal of Transformative Education, 21 (2023) 1, S.84-101 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gunnlaugson, Olen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446211067285
Schlagwörter	Transformative Learning; Teaching Methods; Graduate Students; Inquiry; Active Learning; Higher Education; Reflection; Educational Practices; Learning Processes; Metacognition + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Aktives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable students to access these underlying intersubjective dimensions, thus creating conditions for a shift in the forms of transformative learning that affect the nature of the learner's consciousness as well as their overall journey of transformation through the course of their studies? We review the theoretical and research literature on postsecondary contemplative education, particularly in its intersubjective dimensions, and then offer data from a qualitative study involving students enrolled in a graduate program in contemplative inquiry that offers evidence of the transformative potentials of these intersubjective, contemplative approaches to learning and inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01