What does it mean to bring a contemplative approach to the Scholarship of Teaching and Learning? That's the subject of an upcoming webinar from the Association for Contemplative Mind in Higher Education.
Contemplative Practices in the Scholarship of Teaching and Learning
A webinar with
Professor of Psychology and Women’s, Gender, and Sexuality Studies
at Oxford College of Emory University
Friday, August 31st, 2018
1 pm - 2 pm Central
Free and open to all, with a $10 optional, suggested donation
For the past several decades The Scholarship of Teaching and Learning (SoTL) has been the major venue for the scholarly study of teaching and learning in higher education. SoTL’s focus has continued to emphasize the production and understanding of teaching and student learning as scholarly work supported by articulated classroom goals and evidence. However, for the most part, there has been little attention given to the types of learning desired, specifically those that are focused on the interior-exterior union, and their associated venues for access. Consequently, this has resulted in a sense of impoverishment for those who are welcoming internal dimensions such as insight, imagination, attention, and spirituality into their classrooms and teaching lives. Access to a contemplative pedagogical perspective, one that unabashedly addresses such dimensions, has remained elusive or poorly defined.
This webinar focuses on the place of contemplative knowing and contemplative practices within the scholarship of teaching and learning (SoTL) framework. The Association for Contemplative Mind in Higher Education (ACMHE) and SoTL share a commitment to improving the quality of teaching and learning, and both seek to transform higher education. While there is little doubt that SoTL and contemplative education have followed parallel, disconnected trajectories and that their emphases are dissimilar, they also share a striking relationship: specifically, an abiding interest in understanding internal processes and their relationship to learning.
- How is it then that the valuing of contemplative knowledge and practices continues to appear marginalized in our institutions of higher learning and in SoTL? We will explore a series of questions grounded in this paradox in an effort to create a bridge between contemplative practices in higher education and SoTL.
- If we might connect SoTL and contemplative education and if they are to intersect with one another, what might this look like and how might this offer the changes needed in the academy of the 21st century?
About the Presenter
Patricia Owen-Smith is a Professor of Psychology and Women’s, Gender, and Sexuality Studies at Oxford College of Emory University where she has taught for the past 33 years. She holds a Ph.D. in Developmental Psychology with a concentration in child and adolescent development. In 2000 she was named a Carnegie Scholar by the Carnegie Academy for the Scholarship of Teaching and Learning for her research on models of insight development in the classroom. Dr. Owen-Smith founded both Oxford College’s Women’s, Gender, and Sexuality program and its service learning program and serves as the faculty director of this program. She also directed the Center for Cognitive-Affective Learning, an international initiative sponsored by the Carnegie Academy for the Scholarship of Teaching and Learning. For the past fifteen years she has been committed to contemplative pedagogy and the incorporation of this pedagogy into virtually all of her classes. She is the author of numerous papers, book chapters, and presentations all grounded in her contemplative work in the classroom. Dr. Owen-Smith is the author of the recently published book, The Contemplative Mind in the Scholarship of Teaching and Learning.