Interiority and Education
Journal of Transformative Education October 1, 2008 Tobin Hart 35 citations
The article examines interiority—the inner life of the mind—in relation to education and contemplation. It describes four dimensions of consciousness relevant to learning: presence, clarity, detachment, and resilience. These states are explored through direct experience and linked to contemporary research on the neuro-physiological correlates of contemplative practices. The authors present a neurophenomenological argument for the value of contemplation in education, drawing on evidence from both subjective experience and brain science.