Augmented Imagination and Embodied Reflection—Integrating AI and Mindfulness in Reflective Teacher Education

• In Event: Virtual Roundtable Session 1
  In Refereed Roundtable Session: Artificial Intelligence: Insights into Changes in Higher Education

Proposal

In an era marked by rapid technological advancement and increasing social complexity, teacher education must evolve to cultivate both cognitive and contemplative capacities (Greene, 1995). This roundtable presentation explores the intersection of Artificial Intelligence (AI) and mindfulness as complementary tools for fostering reflective practice in teacher education. We position mindfulness as a contemplative practice that nurtures embodied awareness, emotional regulation, and holistic well-being. Simultaneously, we draw on the concept of “augmented imagination,” and reframe AI not merely as a technological tool but as a catalyst for moral and imaginative inquiry (Buckhouse, 2023). Imagination is a result of embodied interactions with the external world which includes both social and technological environments (Merleau-Ponty, 2005).
AI technologies offer promising avenues for enhancing teacher reflection. Tools such as natural language processing and AI-driven journaling platforms can analyze classroom discourse, generate reflective prompts, and simulate pedagogical scenarios. These applications support teachers in identifying implicit biases, improving communication, and making data-informed decisions (Holmes, Bialik, & Fadel, 2019). For example, platforms like TeachFX provide feedback on teacher talk time and student engagement, enabling educators to reflect on their instructional strategies.

Mindfulness practices provide a somatic and contemplative dimension to reflection. These practices involve breathwork, mindfulness, and movement to cultivate self-awareness and resilience—qualities essential for navigating the emotional demands of teaching. Research has shown that contemplative practices can reduce stress, enhance empathy, and improve classroom climate (Davidson & Dahl, 2017; Telles, Singh, & Balkrishna, 2012). When integrated into teacher education, mindfulness encourages educators to reflect not only on their pedagogical choices but also on their inner states and relational dynamics.

This roundtable invites participants to consider how augmented imagination (AI) and mindfulness can be synergistically employed to support reflective teacher development. We propose a model of tech-enhanced contemplative pedagogy, where AI-tools track stress indicators and recommend personalized self-care routines. Such integration promotes a balanced approach to reflection—one that is both analytical and embodied.

The session will be grounded in the framework of the Contemplative Inquiry and Holistic Education (CIHE) SIG, aligning with its mission to support holistic, human-centered approaches to education. Participants will engage in dialogue around practical applications, ethical considerations, and future directions for research and practice. We aim to foster a collaborative space where educators, researchers, and practitioners can share insights and co-create strategies for integrating AI and mindfulness in teacher education. By bridging digital innovation with contemplative tradition, this roundtable seeks to reimagine reflective practice as a multidimensional process—one that empowers educators to navigate complexity with imagination, compassion, and clarity.
References:
Buckhouse, J. (2023). “Augmented Imagination,” Medium, March 2023
Davidson, R. J., & Dahl, C. J. (2017). Varieties of Contemplative Practice. JAMA psychiatry, 74(2), 121–123.
Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. Jossey-Bass.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Merleau-Ponty, M. (2005). Phenomenology of Perception (D.A. Landes, Trans). Original 1945). London and New York: Routledge.

Authors

• David L Stoloff, Eastern Connecticut State University

• Pallavi Chhabra, Washington University in St Louis