Introduction
Olen Gunnlaugson, Charles Scott, Heesoon Bai, and Edward W.
Sarath
1. Mindfulness in Education: Contemplative Inquiry in a
Community of Learners
Kathryn Byrnes and Jessica S. Caron
2. Meditating Together, Speaking from Silence: The Theory and
Practice of Interpersonal Mindfulness
Nancy Waring
3. Intersubjectivity in the Holistic Teaching of the Sociology
of Religion at Glendon College in Toronto
Véronique Tomaszewski
4. Being with Horses as a Practice of the Self-with-Others: A
Case of Getting a FEEL for Teaching
Stephen J. Smith and Karen LaRochelle
5. A Disciplined Practice of Collaboratively Working on Teaching
as Contemplative Professional Practice
Thomas Falkenberg and Michael Link
6. Awakening to Wholeness: Aikido as an Embodied Praxis of
Intersubjectivity
Michael A. Gordon
7. Self, Other, and the System
Ian Macnaughton
8. Walking Steps: Contemplative Wanderings with
Humanbecoming
Deborah Sally Thoun, Anne Bruce, and Coby Tschanz
9. Contemplative Learning: A Second-Person Approach to Physical
Fitness
Sally K. Severino and M. Andrew Garrison
10. Teaching Creativity and Building Community in the
Undergraduate Classroom: Self-Awareness, Empathy, and Character
through Relational and Contemplative Practice
Sean Park
11. A Three-Tiered Monastic Approach to Intersubjective Dialogue
for Application within Higher Education
Mary Keator
12. No Mind in Community: Cultivating "Fields in Good Heart" in
an Intellectual and Professional Praxis-Enhancing Commons
Arden Henley
Contributors
Index
Olen Gunnlaugson is Associate Professor of Leadership and Organizational Development at Université Laval, Canada. Charles Scott is Associate Professor of Education at City University of Seattle and Adjunct Professor of Education at Simon Fraser University, Canada. Heeson Bai is Professor of Education at Simon Fraser University, Canada. Edward W. Sarath is Professor of Music and Director of the Program in Creativity and Consciousness Studies at the University of Michigan.
"The present volume provides an excellent introduction to the topic and to the issues surrounding contemplative learning; chapters provide case studies that explore how this approach is used in many disciplines. The editors are highly qualified to write on these topics, and an excellent group of practitioners across a wide variety of disciplines in higher education have contributed chapters … The material presented in this book is cutting-edge and would be of interest to faculty and researchers in universities that are involved in this approach to pedagogy. Each chapter is insightfully written and well referenced." — CHOICE"Catalyzing the Field makes an important contribution to contemplative education. I especially appreciate its innovative approaches, practical insights, and potential applications." — Louis Komjathy, editor of Contemplative Literature: A Comparative Sourcebook on Meditation and Contemplative Prayer
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