A Quantum Paradigm of Activism: Meditative Inquiry and Healing, Transforming Self and the World

• In Event: Highlighted Session: Toward a quantum model of activism: Creating educational change through retreat, meditation, healing, and consciousness evolution

Proposal

Introduction

In today's world, we are faced with many major challenges at both personal and societal levels, including stress, mental health issues, social division, environmental destruction, and global conflicts. These problems stem from a profound sense of dis-ease and imbalance. To address these issues, it is essential to explore fundamental solutions, transform ourselves, and heal the wounds within us and in our relationship with others and nature. This research proposal aims to investigate the potential of meditative inquiry and a quantum paradigm of activism as embodied approaches to facilitate personal and global transformation.

Objective:

My proposal addresses the conference call sub theme 4: Pedagogies and Protest: What pedagogies might our education institutions and sets of classrooms embrace that enable the development of capacities to act? The primary objective of this research is to explore how meditative inquiry and the integration of quantum principles can contribute to healing and transforming individuals and society. It seeks to identify pedagogical strategies that enable the development of capacities for action and change within educational institutions and classrooms.

Main arguments:

Protesting with Love and Care: The proposal argues and concurs with Wu (2023a, 2023b) that protesting with anger often leads to counter-forces and ineffective outcomes. Instead, it advocates for protesting with love and care as a more powerful approach that can reach the hearts and souls of people (Lin et al., 2023a). This perspective aligns with the understanding that love is a force, energy, and vibration. Embracing this new worldview and epistemology of knowing, we can cultivate the love force within us to transform the world through meditative inquiry.

Quantum Paradigm of Activism: The research proposal puts forward a quantum paradigm of activism as a holistic approach to healing our world and redefining our humanity. Recognizing that everything at the quantum level is interconnected energy, this paradigm emphasizes the importance of meditative practices in achieving tranquility, sensing the energy of others and all beings, and understanding our interconnectedness. Quantum energy healing acknowledges the existence of a unified field of energy that permeates everything, reinforcing the concept of interbeing and the understanding that harming others also harms ourselves (Lin & Parikh, 2019).

The Power of Intention and Observation: Drawing from quantum physics, the proposal suggests that our intentions, observations, and actions can influence the behavior of people and phenomena. By directing our energy with sincerity and love towards peaceful and equitable goals, we can bring about change on various levels. Quantum physics also reveals the non-locality of intention, suggesting that our energy can transcend space and time (Capra, 1975). This requires entering a meditative mode, where we become wave-like and can modify matter and materials through our intentions and energetic thoughts.

Quantum Pedagogies and Classroom as a Qi Field: The proposal explores the application of quantum pedagogies, which transcend binary thinking and foster an understanding of the multiplicity and complexity of individuals and phenomena. It advocates for teachers to serve as healers, passing on wisdom, energy, and knowledge to their students. The classroom and educational institutions are seen as heart spaces and qi energy fields, promoting a holistic approach to education that acknowledges the interconnectedness of all things (Cohen & Bai, 2007; Lin et al, 2023b).

Healing, Learning, and the Power of Mind: The proposal emphasizes that healing is essential for personal and collective transformation. It highlights the inseparable connection between learning and healing, resonating with Kanna (2022) that there can be no learning without healing. By equipping students with the abilities to heal themselves and the world, such as through sending vibrational energy of love, care, and gratitude, education can empower students to actively participate in their own healing and contribute to the healing of society.

Conclusion:

In summary, this research proposal advocates for the integration of meditative inquiry and a quantum paradigm of activism in educational institutions. By embracing love, cultivating awareness of our interconnectedness, and harnessing the power of intention, observation, and the mind, we can embark on a transformative journey of healing and contribute to a more harmonious and sustainable world. This research aims to explore pedagogical strategies that foster these approaches and investigates the potential of classroom and educational institutions as healing spaces.

References:

Capra, F. (1975). The Tao of Physics: An exploration of the parallels between modern physics and Eastern mysticism. Shambhala Publications.
Cohen, Avraham, and Bai. Heesoon. (2007). Dao and the Zen of teaching: Classroom as enlightenment field. Educational Insights, 11(3), 1-14.

Kanna, O. (2022). Hope for the embattled language classroom: Pedagogies for wellbeing and trauma healing. Information Age Publishing.

Lin, J. and Parikh, R. (2019). Connecting meditation, quantum physics, and consciousness: Implication for higher education. In Lin, J., Edwards, S., and Culham, T. (2019). Contemplative Pedagogies for Transformative Teaching, Learning and Being. Charlotte, North Carolina: Information Age Publishing. Pp. 3-25.

Lin, J., Sorensen, E., McHugh, D. and Gomes, V. (2023a). Love as Pathway to Peace and Reconciliation. Peace Reviews. https://doi.org/10.1080/10402659.2022.2162335

Lin, J., McHugh, D., Rappeport, A., Fiore, A., Culham, T., & Oxford, R. (2023b). Fostering a Vital Life Energy Field Through Contemplative Practices: A Garden of the Heart for Interbeing, Healing, and Peace. Peace Research: The Canadian Journal of Peace and Conflict Studies. Vol. 55, no. 1, pp. 15-35.

Wu, J. (2023s). From without to within: Inner transformation as a pedagogy for social activism. Journal of Contemplative and Holistic Education, 1(2): 1-7.

Wu, J. (2023b). Resistance through transformation: Spiritual practices as a pedagogy of unlearning and becoming. In M. Wenning & T. Byrne (Eds.). The right to resist: A philosophy of dissent (pp.131-153). Bloomsbury Publishing.

Author

• Jing Lin, University of Maryland, College Park