way to awakening
Subtitle: five educators' experiences of integrating contemplative practices into their lives (Ontario).
Published: 2004
Language: eng
Number of pages: 206
Subjects: Contemplation.; Holism.; Holistic education.; Arts.; Teaching.
Description: What are contemplative practices? What do they do? Contemplative practices have been used in various wisdom traditions and more recently in the field of medicine, psychology, social work and education. Educators can benefit from integrating contemplative practices into their lives and these benefits influence their relationship with others, both at work and at home (Gayner, 1999; Mulvayney, 1994; Miller & Nozawa, 2002).The author presents an inquiry into experiences and perspectives of five educators' daily contemplative practices. They are used as a way of whole person development emphasized in holistic education (Miller, 1996). We could see teacher development from a more holistic perspective in accordance with already existing need of more planetary-aware and interconnected mindset in our current education.This inquiry provides an insight into how educators' whole-person development occurs through these practices and influences their teaching. It suggests the importance of daily practice such as contemplation for a more holistic teacher education. Educators can teach more from the core of who they are. How we can enhance this "whole-person development" in teacher development becomes increasingly important in our challenging time. Learning can be applied in adult education, transformative learning and holistic education. Sharing educators' experiences in this inquiry will also encourage other educators on a path of whole-person development.This inquiry infused with arts uses qualitative research based on a pilot heuristic study of the author's own experience and interview/dialogue sessions with educators including herself. Participants are colleagues at 01SE/University of Toronto, with various personal and professional backgrounds, who have practiced contemplation including meditation, yoga and Tai Chi for 6 to 15 years. (1) What were their contemplative practices? (2) How contemplative practices were introduced into their lives? (3) What they experienced and learned through integrating contemplative practices into their lives? (4) How their learning took place through their daily contemplative practices? (5) How their learning influenced their perspectives, attitudes and behaviors in their personal and professional lives? (6) What was the role of contemplative practices in their lives? Learning will be synthesized and shared, accompanied by visual arts and poetry to communicate the essence of participants' experiences better.
Notes: Adviser: John (Jack) Miller.

Thesis (Ed.D.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3763.