Introducing interdisciplinary contemplative pedagogy: a case study of ‘ The Art and Science of Meditation ’

A model for applying contemplative pedagogy in higher education emphasizes rich contextualization and interdisciplinarity. The framework places embodied contemplative practices within concentric layers of context, drawing from multiple disciplinary perspectives. It addresses challenges educators face in contemporary universities, using cosmopolitanism to navigate epistemological, cultural, and practical diversity. The course 'The Art and Science of Meditation' illustrates this approach.

Study at a glance

Abstract

This article presents a model for the application of contemplative pedagogy in higher education, with a focus on rich contextualisation and interdisciplinarity. We articulate a vision for a multiplicity of contemplative pedagogies and present a conceptual framework to guide the understanding, analysis, and evaluation of contemplative practices within learning processes. This framework draws from a range of disciplinary perspectives, placing the embodied activity of contemplative practices in concentric layers of context. We extend the discussion of contemplative pedagogies by exploring several challenges that educators may confront in contemporary university settings. The concept of cosmopolitanism is introduced to reason through the epistemological, cultural, and practical diversity that educators and students encounter when engaging with contemplative practices as part of educational life. To illustrate how the model of contextualised, interdisciplinary contemplative pedagogies can be applied, we present ‘The Art and Science of Meditation’, a first-year undergraduate course designed by the authors.