Catalyzing the Field: Second-person Approaches to Contemplative Learning and Inquiry
ISBN-13:
9781438472836
ISBN-10:
1438472838
Author:
Charles Scott, Olen Gunnlaugson, Edward W. Sarath, Heesoon Bai
Publication date:
2019
Publisher:
State Univ of New York Pr
Format:
Hardcover
235 pages
FREE US shipping
Book details
ISBN-13:
9781438472836
ISBN-10:
1438472838
Author:
Charles Scott, Olen Gunnlaugson, Edward W. Sarath, Heesoon Bai
Publication date:
2019
Publisher:
State Univ of New York Pr
Format:
Hardcover
235 pages
Summary
Catalyzing the Field: Second-person Approaches to Contemplative Learning and Inquiry (ISBN-13: 9781438472836 and ISBN-10: 1438472838), written by authors
Charles Scott, Olen Gunnlaugson, Edward W. Sarath, Heesoon Bai, was published by State Univ of New York Pr in 2019.
With an overall rating of 4.5 stars, it's a notable title among other
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Description
A rich collection of essays about the inner, shared experiences of participants engaged in second-person approaches to contemplative practice.
Catalyzing the Field presents a diverse series of applied case studies about the second-person dimension of contemplative learning in higher education. As a companion volume to the editors’ previous book, The Intersubjective Turn, the contributors to this book explore various pedagogical scenarios in which intentional forms of practice create and guide consciousness. Their essays demonstrate that practice is not only intellectual, but somatic, phenomenological, emotional, and spiritual as well. Along with their first book, Contemplative Learning and Inquiry across Disciplines, the editors craft an essential body of work that affirms the fundamental importance of contemplative practice in institutions of higher learning.
Catalyzing the Field presents a diverse series of applied case studies about the second-person dimension of contemplative learning in higher education. As a companion volume to the editors’ previous book, The Intersubjective Turn, the contributors to this book explore various pedagogical scenarios in which intentional forms of practice create and guide consciousness. Their essays demonstrate that practice is not only intellectual, but somatic, phenomenological, emotional, and spiritual as well. Along with their first book, Contemplative Learning and Inquiry across Disciplines, the editors craft an essential body of work that affirms the fundamental importance of contemplative practice in institutions of higher learning.
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