Interiority and Education
Journal of Transformative Education October 1, 2008 Peer reviewed DOI: 10.1177/1541344608329393
Summary
The article examines how interiority connects to education and contemplation, focusing on four dimensions of consciousness: presence, clarity, detachment, and resilience. It describes the direct experience of these states in relation to contemporary research on the neuro-physiologic aspects of contemplative practices, supporting the argument for the importance of contemplation in educational settings.
Study at a glance
| Key finding | The article argues for the value of contemplation in education based on neurophenomenological evidence. |
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Abstract
This article explores the concept of interiority as it relates to education and contemplation. Primarily, four general dimensions of consciousness related to learning are examined: presence, clarity, detachment, and resilience. The direct experience of these states and processes are described and explored in light of contemporary research on the neuro-physiologic correlates of various contemplative practices. This neurophenomenological approach considers the evidence and argument for the value of contemplation in education.