An Integrated Approach to Contemplative Practice: The Mindful and Dialogical Explorations of a “Collaboratory”

• In Event: An Integrated Approach to Contemplative Practice: The Mindful and Dialogical Explorations of a “Collaboratory”

Abstract

Our purpose is to demonstrate the possibilities inherent within a group of seven academics who are engaged in a contemplative practice that integrates the disciplines of both mindfulness and dialogical explorations—the subjective and intersubjective—in attempts to pursue meaningful academic and personal engagements. Our “collaboratory” engages in collective inner work that includes both periods of silent meditation and extended mindful, dialogical engagements with each other, thus embodying the disciplines of both personal and inter-personal contemplative practices. In this contemplative praxis, “sitting” and “sitting with” become ways of being in and engaging with others and the world. Our session intends to model this contemplative approach and invite audience members to join in an experience of contemplative praxis.

We suggest, as a theoretical foundation, that such explorations not only deepen and integrate contemplative practice but also facilitate the emergence of more authentic human beings who will provide optimal classroom experiences for students. Our work is grounded in the theoretical foundations of contemplative practices that develop mindful awareness and dialogical practices that deepen interpersonal understandings and the possibilities of I-Thou encounters. Our work is also supported by the considerable, growing literature on contemplative practice in academia.

Our approach grounds contemplative efforts as praxis, as a way of being and working in the world: Mindful awareness of body states, sensation/perception, intellect, and emotions; of relational dynamics, and sociocultural influences; of how we utilize the findings of neuroscience; and mindful awareness of various institutional and environmental systems and dynamics that surround us—the ecologies of the external realm at a collective level.

Our mode of inquiry is an integrated subjective and intersubjective contemplative praxis that develops awareness and meaningful encounters that themselves foster awareness and interbeing. Inquiry is through a variety of inner work practices, including silent sitting meditation and dialogical explorations aimed at developing and sustaining awareness and interbeing. Other scholars have pointed to the value of such integrated approaches in education; our own praxis, based in theory and practical data, supports the conclusions of these scholars; the data sources emerge out of our subjective and intersubjective experiences and are tied to the data gathered from scholarly literature.

As educators, we feel the scholarly significance of our work lies in striving to bring this contemplative praxis into our engagements with students and colleagues. It is a way of developing knowledge, meaning; and a relational ontology. Through these practices students and educators will develop a contemplative praxis that facilitates personal awareness and multi-dimensional community development within classrooms and in the world. Our work emerges out of scholarship on dialogue, the intersubjective and educational relationships; on Integral theory; and on contemplative practice.

Authors

• Heesoon Bai, Simon Fraser University

• Avraham A. Cohen, City University of Seattle

• Tom E. Culham, The University of British Columbia

• Sean Roswell Park, Simon Fraser University

• Shahar Rabi, Simon Fraser University

• Charles F. Scott, Simon Fraser University

• Saskia Tait, Simon Fraser University