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alternative) educational institutions are becoming far more receptive to these practices. Contemplative studies can be applied in many disciplines, and are already used in not only wisdom traditions, but in branches of scientific thought, social sciences, humanities, and business, to enhance intelligence and well-being. The students at the
Universities can study contemplative methods through practicing meditation of hatha-yoga as it is introduced to the programme of the sociology by
149:"The point is not to abandon scholarship but to ground it, to personalize it and to balance it with the fundamentals of mind training, especially the practice of sitting meditation so that inner development and outer knowledge go hand in hand. . . . A balanced education cultivates abilities beyond the verbal and conceptual to include matters of heart, character, creativity, self-knowledge, concentration, openness and mental flexibility."
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Contemplative practices invite close observation of phenomena (e.g., natural processes, cultural productions, mental and emotional states, biases, media). These practices provide opportunities to develop attention and focus, increase awareness and understanding, listen and speak across difference, support creative approaches to problem solving, and consider the impacts of our actions on the world at large.
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Fellowships, a program administered by the Center for
Contemplative Mind in Society from 1997 through 2009. Fellowships were awarded to 153 faculty members at 107 colleges and universities for designing and teaching courses which included contemplative methods. This initiative helped to form a community of practice on the use of contemplative methods across higher education disciplines.
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as better human beings". Especially in the current context that the value of
Liberal Art Education is being challenged, the urgency in reviewing and innovating its pedagogy becomes prominent. Since "the liberal arts are meant to instruct and inspire", its education pedagogy should then entail "both formal study and self-discovery,
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higher-education professionals for the advancement of contemplative education, primarily the
Association for Contemplative Mind in Higher Education (ACMHE), which has an international membership of over 750 faculty, administrators, and higher education professionals. The ACMHE was founded in 2008 by the
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The inclusion of contemplative and introspective practices in academia addresses an increasingly recognized imbalance in higher education: a lack of support for developing purpose and meaning, or for helping students "learn who they are, search for a larger purpose for their lives, and leave college
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Contemplative education is not solely traditional education with, for example, a course in meditation thrown in; it is an approach that offers an entirely new way of understanding what it means to be educated in the modern
Western liberal arts tradition. For example, to deepen their academic study,
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practices in order to cultivate being present-moment awareness, or engage in dialogue and deep listening practices in order to develop interpersonal skills and be more conscious of the body. Contemplative studies encourage students to push the typical epistemic guidelines to learning and live in a
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Informed by the many forms of contemplative practice in philosophies and religions the world over, contemplative education invites students to embrace the immediacy of their interior lives as a means for applying their own first-person experiences to what they are learning in their classrooms.
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in
Massachusetts which has hosted annual conferences on contemplative education since 2009. These retreats encourage curriculum development and have issued 130+ fellowships for integrated contemplative studies programs. The formation of the ACMHE was precipitated by the Contemplative Practice
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In the past two decades, contemplative practices have become increasingly incorporated across curricular settings. It is very difficult to provide exact numbers; however, recent reviews have clearly depicted this as a historical change in which primary, secondary and higher public (not only
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The philosophy of contemplative education has been present in the United States since at least 1974, but has gained popularity particularly recently as contemplative practices (such as mindfulness and yoga) have sparked the interest of educators at all levels. It has inspired networks of
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Contemplative media studies are a recent, pressing, topic due to the influx of technology in society. As its influence continues to increase, contemplative media studies is aimed at articulating an ethically responsive and economically sustainable architecture of human flourishing.
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While contemplative education aims to integrate contemplative practices and perspectives within any subject of study, the discipline of contemplative studies—the examination of the contemplative experience itself—has also developed. The
Contemplative Studies Initiative at
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that integrates introspection and experiential learning into academic study in order to support academic and social engagement, develop self-understanding as well as analytical and critical capacities, and cultivate skills for engaging constructively with others.
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These are some of the most commonly referred-to contemplative practices, but there are many others, including other traditional arts, ritual practices and activist practices.
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The depth of insight and concentration reached through students’ disciplined engagement with contemplative practices alters the landscape of learning and teaching at
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In
Colorado, the Rocky Mountain Contemplative Higher Education Network (RMCHEN) launched in September 2006 with an event hosted by Naropa University.
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125:", outlined one of the first systematic works suggesting a framework in which a full-fledged contemplative psychology may be developed.
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Oren Ergas (2018) A contemplative turn in education: Charting a curricular-pedagogical countermovement. Pedagogy, Culture & Society
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348:"Contemplative Practice in Higher Education: An Assessment of the Contemplative Practice Fellowship Program, 1997–2009"
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Tobin Hart (January 2004). "Opening the
Contemplative Mind in the Classroom". Journal of Transformative Education.
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Contemplative education also fueled the
Bachelor of Fine Arts in Jazz and Contemplative Studies curriculum at The
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Ed Sarath (Summer 2003). "Meditation in Higher Education: The Next Wave?". Innovative Higher Education.
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Woven into the curriculum at Naropa, for example, are practices that include sitting
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423:"Contemplative psychology, Han F.de Wit, Duquesne University Press, Pittsburgh,1991"
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School of Music, which combines meditation practice and related studies with
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Contemplative Higher Education Alliance for Research, Teaching, and Service
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An Introduction to Contemplative Learning and Inquiry Across Disciplines
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University of Michigan Program in Creativity and Consciousness Studies
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203:"Excellence Without A Soul: How a Great University Forgot Education"
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Contemplative Studies Group of the American Academy of Religion
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Garrison Institute's Contemplative Education Program Database
281:"Contemplative practices boost creativity in problem-solving"
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333:"The Association for Contemplative Mind in Higher Education"
472:. The Center for Contemplative Mind in Society. 2001–2006.
458:. The Center for Contemplative Mind in Society. 2001–2006.
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Dharma Realm Buddhist University Philosophy of Education
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Association for Contemplative Mind in Higher Education
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University of Virginia Contemplative Sciences Center
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442:"America's Best Colleges: To learn in the moment"
365:"Contemplative Studies: The Formal Concentration"
353:. The Center for Contemplative Mind in Society.
335:. The Center for Contemplative Mind in Society.
152:—Judy Lief, former Naropa University president
32:and self-understanding" for the whole person.
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244:"Contemplative Exercises Immersion Rationale"
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218:"What You Can Do With a Liberal Arts Degree"
102:, a renowned architecture professor at the
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425:. SHAMBHALA, Netherlands. Archived from
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470:"The Tree of Contemplative Practices"
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248:Dharma Realm Buddhist University
129:In practice at Naropa University
444:. U.S. News & World Report.
346:Barbara A. Craig (April 2011).
2961:Federated States of Micronesia
2256:British Indian Ocean Territory
104:University of Colorado-Boulder
95:and overall musical training.
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522:Contemplative Studies Website
391:"Contemplative Media Studies"
279:Carly Hodes (July 11, 2014).
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303:Zajonc, Arthur (2014).
200:Harry R. Lewis (2006).
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389:Healey, Kevin (2015).
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89:University of Michigan
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1761:SĂŁo TomĂ© and PrĂncipe
1621:Republic of the Congo
440:Caroline Hsu (2005).
307:. Albany: SUNY Press.
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3322:Mindfulness movement
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770:Instructional design
321:. Naropa University.
283:. Cornell Chronicle.
145:, Rinpoche in 1974.
50:more mindful world.
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367:. Brown University.
19:is a philosophy of
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2670:Other entities
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2624:other entities
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2017:
2012:
2007:
2002:
1997:
1992:
1987:
1982:
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1967:
1962:
1957:
1951:
1949:
1943:
1942:
1937:
1930:
1929:
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700:Evidence-based
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480:External links
478:
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429:on 2012-10-13.
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108:Barbara Dilley
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3102:New Caledonia
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2608:South Ossetia
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2230:South Ossetia
2228:
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2196:
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1106:Contemplative
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993:Homeschooling
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840:Environmental
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765:Instructional
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668:Psychometrics
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141:) founded by
140:
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120:
119:Han F. de Wit
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96:
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90:
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80:, founded by
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53:
51:
48:
42:
35:
33:
31:
25:
22:
18:
3266:
3222:Dependencies
3053:Dependencies
3039:Cook Islands
2919:Sint Maarten
2899:Saint Martin
2613:Transnistria
2245:Dependencies
2175:Turkmenistan
2140:Saudi Arabia
1911:Saint Helena
1882:
1786:South Africa
1776:Sierra Leone
1581:Burkina Faso
1473:Postgraduate
1289:Kindergarten
1141:Personalized
1121:Experiential
1105:
1081:Teacher look
790:Agricultural
646:Anthropology
464:
450:
435:
427:the original
417:
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359:
341:
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2986:New Zealand
2889:Puerto Rico
2799:Saint Lucia
2749:El Salvador
2651:Isle of Man
2586:recognition
2560:Switzerland
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2304:Asia portal
2205:States with
2125:Philippines
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47:mindfulness
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690:Economics
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319:"History"
3286:Category
3201:Suriname
3191:Paraguay
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1209:News
255:2023
230:2023
175:yoga
106:and
93:jazz
3224:and
2247:and
930:Sex
795:Art
403:doi
117:Dr
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