Mindfulness applied to modes of inquiry for emancipatory education: A merging of Eastern and Western thought
Abstract
The purpose of this study is to apply mindfulness practice, or heightened awareness, to modes of inquiry in the classroom in order that teachers can effectively engage students in the quest for a more equitable society. Specifically, I demonstrate how mindfulness practice, from both the Western social science and the Eastern perspectives, can be applied to pragmatist-informed inquiry, critical pedagogy, and engaged pedagogy respectively. The pragmatist-informed mode of inquiry entails mutual understanding among scientific investigators, an openness to the results of an investigation, and dialogue involving human experience that can shape further experience which in turn will inform the democratic process. Critical pedagogy examines how the inquiry process itself is mediated by societal institutions and how consciousness-raising regarding such mediation and issues of power informs individuals' efforts to transform the oppression and inequity that results from institutional restrictions. Engaged pedagogy involves active contemplative engagement in a reciprocal process among students and the teacher in order that students may critique their own lives to effect societal change. In this study I demonstrate how mindfulness practice is integral to all three modes of inquiry if they are to be exercised to their fullest potential. Regarding pragmatist-informed inquiry, without the practice of mindfulness individuals might not recognize whether the positions that they hold act to thwart or facilitate the overall aims of the investigative community or the development of human experience. In terms of critical pedagogy, if mindful awareness is lacking, the link between theory and practice might not be realized. Concerning engaged pedagogy, if students and teachers do not practice mindful listening in a reciprocal process, then they might fail to recognize the subtleties and nuances of the individuals' experiences that are so crucial to societal transformation. After addressing the application of mindfulness practice to the three modes of inquiry, I examine the application of mindfulness to resolving problematic elements of pedagogical practice, addressing problems that might arise in the classroom when using the different modes of inquiry. Following this, I present a model for training teachers and students in mindfulness practice that can be incorporated into the curriculum.
Degree
Ph.D.
Advisors
Knupfer, Purdue University.
Subject Area
Educational theory
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