Contemplative Pedagogy involves teaching methods designed to cultivate deepened awareness, concentration, and insight (Chick 2010). Studies looking to combat mental health decline have demonstrated that implementation of programs such as mindfulness dramatically reduces stress, depressive qualities, and even anxiety.
1. Intrinsic Motivation
Intrinsic motivation as a learner engagement principle is unique to Mindfulness in that when students become more self-aware through mindfulness practices. The student’s [intrinsic] motivation and resilience increase because they better comprehend the gravity of outcomes. The three Rs of mindfulness promote intrinsic by design. Relationships, reflection and resilience invigorates the learners’ inner drive to achieve. In addition, mindfulness helps to create compassionate, empathetic students who are engaged in their studies and comfortable in their perspective learning environments. They will take these learned behaviors and utilize them in their careers.
Learning is promoted when the learner perceives the task as beneficial. Relationships, and resilience are core life values. The three works in conjunction to promote mental recharging, social collaboration, and contemplation. The satisfaction the student receives from experiencing the recharging effects of mindfulness will encourage the student to continue to practice. Motivation is promoted when the learner anticipates satisfying outcomes.
2.Learners are encouraged to learn when there is a perceived gap in knowledge.
Mindfulness promotes the student’s inclination to wonder.
The ability for the student to freely experience their surroundings with a healthy curiosity is essential to learner engagement. The curated curiosity creates a gap in knowledge which ignites the desire to learn. The space in the mind created by means of mental stillness is the optimal opportunity to explore unknowns through meditation. The stillness promoted through mindfulness is not only essential to satisfy gaps in knowledge, but the stillness mindfulness also promotes is healthy for the student’s body. The ability to wonder garnered by mindfulness increases the student’s learning capacity. It opens pathways and creates the awareness necessary to promote contemplation. The student’s ability to deepened awareness, concentration, and insight are the goal of effective instructional design. Motivation is promoted when the learner anticipates satisfying outcomes.
3. Motivation to learn is promoted and maintained when learners employ volitional (self-regulatory) strategies to protect their intentions.
The learners’ ability to self-regulate is essential for stilling the mind which allows the student to think critically and accurately process information. Learners have goals beyond accomplishing tasks, learners want experiences. Mindfulness provides the student a soothing calming experience. The calming experience provides the student the opportunity to debrief from previous lessons and to set their attention on the present goal. Different goals interact in complex ways and change over time. For example, there is one type of priority given to growth goals (e.g., to deepen one’s knowledge base); another type of priority is given to maintain emotional well-being. Taking the time to sit still and bring awareness to breathe, sensations, and surroundings helps students self-regulate, clear their minds, and increase feelings of well-being (Browning & Romer, 2020). It also increases empathy and cultivates compassion (Browning & Romer, 2020)
Citations:
R.A. Reiser & J.V. Dempsey (Eds), Trends and Issues in Instructional design and technology. (4th ed.) New York, New York, Pearson (2018.)
Contemplative pedagogy
Contemplative Pedagogy is an approach to education that incorporates mindfulness, meditation, and other contemplative practices into the teaching and learning process. This approach is based on the belief that learning is enhanced when both students and teachers are present, calm, and focused. When applying self-efficacy goals, it helps the implementation of behaviors that result in success (Bandura 1997)
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