Contents
Introduction
The Intersubjective Turn
Theory and Practice
Practice in the Intersubjective Realms of Contemplative Inquiry
The Chapters
References
1. Mindfulness In Education: Contemplative Inquiry in a Community of Learners
Respect
Gentleness
Intimacy
Vulnerability
Participation
Outcomes of Contemplative Inquiry: Insight and Transformation
Insight
Transformation
Teachers as Learners
Notes
References
2. Meditating Together, Speaking from Silence: The Theory and Practice of Interpersonal Mindfulness
History of Insight Dialogue
The Guidelines
The Back Story: Why a Course in Interpersonal Mindfulness?
A Bohmian View of Proprioception
Paulo Freire: Dialogue and the Pedagogy of Liberation
Right Speech: Interpersonal Mindfulness and the Buddha
Contemplation: The Boston Marathon Bombings
Notes on Mirror Neurons, Insight Dialogue, and Interpersonal Neurobiology
Final Thoughts
Notes
References
3. Intersubjectivity in the Holistic Teaching of the Sociology of Religion at Glendon College in Toronto
Struggle and Growing Conviction
Multifaceted Contemplative-Intersubjective-Holistic Learning in Sociology
Holistic Pedagogy Fosters Equanimity and Raises Group Self-Awareness
Holistic Pedagogy Increases Mindfulness of the Teacher-Student Copresence
Conclusion: Possibilities of Development of an Intersubjective-Contemplative-Holistic Approach to Sociology
Notes
References
4. Being With Horses as a Practice of the Self-with-others: A Case of Getting a FEEL for Teaching
Joining Up
Finding a Connection
Moving Alongside
Pedagogical Connections
References
5. A Disciplined Practice of Collaboratively Working on Teaching as Contemplative Professional Practice
A Framework for First-Person Contemplative Practice: Teaching as Contemplative Professional Practice
Second-Person Contemplative Practice: Collaboratively Working across First-Person Experiences
Second-Person Forms of Contemplative Practice
What Our Second-Person Form of Contemplative Practice Looked Like
What and How We Learned from Our Second-Person Form of Contemplative Practice
Exchange 1
Exchange 2
Exchange 3
Conclusion: The Role of Second-Person Contemplative Practice for Teaching as Contemplative Professional Practice
References
6. Awakening to Wholeness: Aikido as an Embodied Praxis of Intersubjectivity
Intersubjectivity through Aikido
Vignette #1: Harmonizing with the Universe
Musubi
De-ai and Ma-ai
Importance of Practice for Experiencing Intersubjectivity
From “Ki-Joining” to Indivisible Wholeness: Aikido Training
Four Principles of Mind-Body Coordination
Five Principles of Mind-Body Coordination in Aikido
Vignette #2: Mirrorboxing: From Self-Projection to Reflection and Synchrony
Vignette #3: Aikido as Embodied, Nonresistant Leadership
Closing: Transformative Pedagogy as Human Interdependence
Notes
References
7. Self, Other, and the System
Introducing My Pedagogical Work in Its Context
Intersubjectivity in Educational Settings
What Brain Science Tells about Learning
Essential Pedagogical Abilities
Tracking
Affect Attunement
Alignment
Resonance
Intersubjective Relational Field
Self-Regulation
Neuroception
Learning Communities: A Dynamic Process
Tools for Creating a Learning Community
1) The System for Analyzing Verbal Interaction (Savi)
2) Safety Through Resonance with Similarities:Systems-Centered Training (Sct)
Phases of Working Groups and Their Process
Subgroups
A Demonstration: The Process in Action
Centering
Using our Muscles to Center: An Example Exercise
Centering and Intersubjectivity in Contemplative Education—A Portrayal
Boundaries
Summary and Final Thoughts
References
8. Walking Steps: Contemplative Wanderings with Humanbecoming
Honoring and Incorporating Contemplative Pedagogy and Practice
How Are Contemplative Pedagogy and Contemplative Practices Understood?
How Is the Concept (or Experience) of Intersubjectivity Understood?
Course Example and Pedagogical Changes
Pedagogical Changes
Introducing the Pedagogical Approach
Awareness Notes
Contemplative Practices
Aligning Content and Process
Interweaving, Resonating, and Parallel Discussions
Illimitability
Freedom
Paradox
Student Ponderings
Faculty Ponderings
References
9. Contemplative Learning: A Second-Person Approach to Physical Fitness
Neuroscientific Groundwork
Primary Intersubjectivity
Secondary Intersubjectivity
Tertiary Intersubjectivity
Fourth Level of Intersubjectivity
Case Study
Being Image
First-Person Efforts
Second-Person Collaborative Participation
Challenges
Summary
Notes
References
10. Teaching Creativity and Building Community in the Undergraduate Classroom: Self-Awareness, Empathy, and Character through Relational and Contemplative Practice
Interdisciplinary Expressive Arts
Self-Awareness, Empathy, and Character
Self-awareness
Empathy
Character
IDEA 1100—Interdisciplinary Foundations
Learning Contract
Weekly Reflections
Group Project
Peer Tutors
Text
Assessment and Final Skills Interview
The Personal and Relational Context of Creating Together
Interpersonal Suffering and Relational Mindfulness
The Practice: Mindful Speaking/Listening and Class Check-In
Teaching Creativity through Group Contemplative Arts Practice
Enso¯ Painting
End of Course Student Reflections
Constructive Alignment
Closing Personal Reflections
Note
References
11. A Three-tiered Monastic Approach to Intersubjective Dialogue for Application Within Higher Education
Intersubjective Dialogue—Listening to the Voice within the Text
Intersubjective Dialogue—Listening to the Self
Intersubjective Dialogue—Listening to Others
Class Dialogue
Listening Cafés
Summary
Notes
References
12. No Mind in Community: Cultivating “Fields in Good Heart” in an Intellectual and Professional Praxis-Enhancing Commons
Introduction
The Commons
Communitas
The Tea Ceremony
Each and Every One of Us
Honoring the Space
Reincorporation
Skunkworks
Checking In
Concluding Thoughts
Notes
References
Contributors
Index