Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education
Journal of Transformative Education February 7, 2022 Olen Gunnlaugson, Renata Cueto de Souza, Steven Zhao et al. 14 citations
Contemplative practices in higher education can reveal and enact intersubjectivity—the shared, relational dimension of experience—creating conditions for transformative learning that affects students' consciousness and their overall journey of transformation. A review of theoretical and research literature on postsecondary contemplative education, combined with qualitative data from graduate students in a contemplative inquiry program, provides evidence that these intersubjective, second-person approaches to learning have transformative potential.