Contemplative Pedagogy for Wisdom and Peace

• In Event: Highlighted Session: Embodied practices and transformative dialogues for social justice and healing

Proposal

Educational goals in many countries focus strongly on economic advancement. Skills development for the labor market has been an important part of educational programs. Digital Technology is part of this since skills demanded within the labor market are changing. It is unavoidable for countries to focus on technological advancements, and force education to focus on technological competencies because such skills are purported to help sustain economic competitiveness and bring economic advancements. Recently, there have been efforts focused on students’ social emotional learning as part of learning standards (e.g., Ohio Department of Education and Workforce, 2024); nevertheless, the core rather than periphery of education needs to address students’ happiness and holistic growth. It is essential to build schools that encourage students to love who they are with no need to feel superior or inferior, and who can embrace everyone and each other, and who can touch others’ hearts with love, empathy, and kindness regardless of what era they are in. Through my wisdom studies, I have learned that students have greater resilience to overcome challenges when they are exposed to environments where they can bring out more reflective, contemplative, and compassionate dimensions of their characters (Author, 2021). Thus, I argue that it is even more important for schools to reexamine their curriculum (pk-12) to build reflective, compassionate, contemplative, and holistic school programs that encourage students to be multifaceted and wise human beings.
In this literature review, I introduce Contemplative Pedagogies and studies that examine contemplative classroom practices and the benefits of such pedagogies, as well as the challenges in classroom settings.
What is Contemplative Education?
Roeser and Peck (2009) define Contemplative Education (CE) as “a set of practices that may foster particular forms of awareness in students, forms conducive to the conscious motivation and regulation of learning, and also to freedom and transcendence in life more generally” (p. 119). Chano (2012) emphasizes that CE includes “the experience of awareness, insight and compassion for oneself and others” through meditation and other practices (p. 106). To sum up the definitions by scholars, CE includes learning about inner selves (Jennings, 2008), helping students to connect and observe their heart, mind, emotions, and body (Black et al., 2009; Grossenbacher & Parkin, 2006) to promote students’ awareness, insight, and perspectives. CE had not been a typical part of school curriculum though youth-meditation programs have developed in countries such as England (Mindfulness in Schools Project), the USA (Mindful Schools and MindUP), Canada (Mindful Education), and India (The Alice Project) (Waters et al., 2015). Most programs on CE in school settings focus on mindfulness practices, including meditation programs (Zen, prayer, chanting, walking, and sitting meditation, etc.) and yoga programs.

Research on Contemplative Education

Studies report the potential benefits of integrating contemplative practice into childhood education to foster development. For example, contemplative practices might increase self-regulation skills and emotional well-being, which might also promote cognitive function and learning (Butzer et al., 2015; Morgan & Abrahamson, 2016; Mettler et al., 2023; Shapiro et al., 2015), resilience (Zenner et al., 2014), build the ability to cope with stressors and childhood adverse exposers (Ortiz & Sibinga, 2017), endorse prosocial behaviors (Butzer et al., 2015), and help develop holistic and integrated human beings through psychological and social transformation (Kumar, 2013). Further, integrating contemplative practice might help people to be happy, and pursue harmony and peace in their lives (Miller, 2014; Patel, 2023; Steel, 2014).

Studies have focused on the effectiveness and benefits of CE using phenomenology, case study, program review, meta-analyses, and survey forms. For example, Morgan and Abrahamson (2016) used phenomenology, and observed contemplative orientations that promote a deep focus on the somatic and pre-conceptual realm. After examining mathematical comprehension, such as working memory and aspects of cognitive function, they reported contemplative practices in enhancing the effectiveness of learning activities. In her case study, Gueldner (2015) examined Mindfulness-based practices in schools. She adopted Social and Emotional Learning (SEL) and highlighted the effectiveness of the practical integration of Mindfulness-Based Practices existing SEL curricula.
Studies have additionally reviewed mindfulness school programs. For example, Garro et al. (2023) examined school-based mindfulness programs in early childhood education settings. Through reviewing relevant research and providing practical strategies and resources for school psychologists, she provides a preliminary framework for examining the approach to improve psychosocial functioning in children, school personnel, and families during COVID-19 and in online settings. A few meta-analyses studies have also showed that Mindfulness-Based Interventions in schools have benefits to children and adolescents. Zenner et al. (2014) for instance examined school-based mindfulness interventions in children and youths to improve cognitive performance and resilience to stressors. Mettler et al. (2023) in turn investigated the strength of Mindfulness-Based Programs and reported positive effects on school adjustment and mindfulness outcomes. Lastly, Butzer (2015) surveyed school-based yoga programs in the United States. According to her, yoga practices in school may enhance skills such as self-regulation and prosocial behavior, and lead to improve students’ performance.
Contemplative Education as Promoting Students’ Wisdom and Peace
Although the forms of delivery of CE are different, the focus of the studies are: 1) what is the role of CE in school settings? 2) how effective is it? and, 3) how does it benefit our students? Although CE programs show benefits for students, CE is not commonly adapted by schools due to over-crowded curricula as well as the linkage between CE and religion, which might make parents, teachers, and /or students feel uncomfortable (Brown, 2019). However, studies show that CE plays an important role in empowering students to think, be conscious and wise, be reflective and empathic, regulate their emotions, cope with their stressors, manage their well-being, build resilience, and stand up for their and others’ humanness. By promoting CE, I hope that educators can help students to be holistic human beings, critically think through personal, social, and world issues, cope with difficulties, and build resilience to achieve their well-being. Further, I hope students can be active agents for social changes, further helping them to find their unique places in the world.

Author

• Hyeyoung Bang, Bowling Green State University