Sustainable Contemplative Practices in Pre-Service Teacher Education for Sustainability
Maria Magdalena Trenaman, Loh Sau Cheong
Journal of Teacher Education for Sustainability June 1, 2024 DOI: 10.2478/jtes-2024-0006 via Semantic Scholar
Summary
AI-generated from the abstractA conceptual framework for Contemplative Practices (CP) centered on lovingkindness-compassion is proposed to transform teaching for sustainability. The paper argues that integrating CP into teacher training curricula can nurture lovingkindness-compassion competency, thereby supporting both a sustainable curriculum and a curriculum for sustainability. This addresses a gap in understanding how to embed contemplative practices in education for sustainability.
Study at a glance
| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Keywords | Education Environmental science |
| Citations | 4 |
| Key finding | Integrating contemplative practices focused on lovingkindness-compassion into teacher training can advance sustainability education. |
Abstract
Abstract Over the past decade, there has been a significant increase in research studies that introduce contemplative practices – such as mindfulness, compassion, and lovingkindness – into the educational setting. While these programs have shown promising results for both students and teachers, there remains a gap in understanding how to integrate contemplative practices into the curriculum of teacher training education for sustainability. This paper aims to present a conceptual framework of Contemplative Practices (CP) that focuses on lovingkindness-compassion, which has the potential to revolutionize teaching practices towards sustainability. By advocating for the urgent integration of CP within the curriculum of teacher training education for sustainability, this paper asserts that nurturing the lovingkindness-compassion competency can pave the way for a sustainable curriculum and a curriculum for sustainability.