Moving Beyond Content Toward Skill Set: Contemplative Practices in Graduate Education

• In Event: 31.069 - Mindfulness, Wellness, and Transformation: Holistic Practices in Higher Education

Abstract

Initiating an authentic approach to higher education aligned with the mind, body, and heart moves beyond the current curriculum dominated by analytical modes of thinking (Palmer, 1983). As Sternberg (1985) theorized, human intelligence is divided into three subgroups: 1) analytical; 2) creative; and 3) practical. As a result, contemplative pedagogy encourages different forms of knowledge to develop just and compassionate students who maintain meaningful relationships with deepened intrapersonal/interpersonal awareness. This conceptual paper will address four theoretical foci: (1) Extensive review of contemplative practices in higher education; (3) Historical context of epistemic foundations in higher education; 3) Objectification of current graduate education; and 4) A model for contemplative practices in graduate education to enhance student outcomes in the field of education.

Author

• Maryann Krikorian, Loyola Marymount University