Interiority and Education

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.

Study at a glance

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.