Silence, stillness and the contemplative

Silence is a mental abstraction because even in quiet moments, thoughts arise and ambient sounds persist. Stillness, not silence, better describes a centered state of being where mental events can be observed. This paper explores three aspects of engaging with the contemplative: mental qualities that support contemplative learning, the foundation of embodiment as humans interconnected with the natural world, and the implications of these reflections for student learning.

Study at a glance

Abstract

Writing here, in a journal of silence studies, strangely, however thankfully, silence appears to me to be a mental abstraction. In my view, an experience of silence signals deep trouble. Is there not inevitably some thought arising in the mind? Such inner verbalisation is hardly an experience of silence. Beyond arising thought, at the least, are there not the birds singing, or the trees whispering and creaking, or the wind sighing? Perhaps, "stillness" better signifies a centreing of beingness where moment-to-moment arisings of mind can readily be discerned. Stillness may also be the location where the contemplative is available, knowable and potent. This paper describes methods undertaken engaging with the contemplative: pondering first, the qualities of mind supportive of contemplative learning; second, the foundation of embodiment as a human intrinsically interconnected with all the living natural world; and third, the implications of these musings for student learning.