Engaging with Meditative Inquiry in Teaching, Learning, and Research
Realizing Transformative Potentials in Diverse Contexts
- Available for pre-order. Item will ship after April 22, 2022
This collection of multi/inter-disciplinary essays explores the transformative potential of Ashwani Kumar’s work on meditative inquiry – a holistic approach to teaching, learning, researching, creating, and living – in diverse educational contexts.
Aspiring to awaken awareness, intelligence, compassion, collaboration, and aesthetic sensibility among students and their teachers through self-reflection, critique, dialogue, and creative exploration, this volume:
- Showcases unique ways in which scholars from diverse disciplinary, cultural, and geographical contexts have engaged with meditative inquiry in their own fields.
- Highlights the contributions from Indigenous, African, Asian, and Buddhist scholars who have engaged with the idea of meditative inquiry from their own cultural and spiritual traditions, perspectives, and practices.
- Explores a variety of themes in relation to meditative inquiry including arts-based research, poetic inquiry, Africentricity, Indigenous thinking, martial arts, positive psychology, trauma, dispute resolution, and critical discourse analysis.
- Offers insights into how the principles of meditative inquiry can be incorporated in classrooms and, thereby, contributes to the growing interest in mindfulness, meditation, and other holistic approaches in schools and academia.
The diverse and rich contributions contained in this volume offer valuable perspectives and practices for scholars, students, and educators interested in exploring and adopting the principles of meditative inquiry in their specific fields and contexts.
Table of Contents
Foreword – William F. Pinar
Introduction – Ashwani Kumar
Illustrating Meditative Inquiry – Adam Garry Podolski
Exploring the Transformative Potentials of Meditative Inquiry in Diverse Contexts
Chapter One My Journey with Meditative Inquiry: Teaching, Learning, and Researching in Law and Dispute Resolution
Chapter Two Ruminations on Dialogue as a form of Meditative Inquiry
Chapter Three Exploring the Connections between Africentric Principles and Meditative Inquiry: Understanding their Significance for Teaching and Learning in Adult Education Contexts
Chapter Four Martial Arts as Meditative Inquiry
Chapter Five On the Significance of Meditative Inquiry in Teaching, Learning, and Living: A Dialogue Between Two Teachers
Michael Cosgrove and Shannon Power
Chapter Six Mindset and Meditative Inquiry
Chapter Seven Arts & Letters: Meditative Inquiry as Invitation
Chapter Eight Meditative Inquiry and Critical Discourse Analysis: A Hybrid Approach for Doing Educational Research
Chapter Nine Meditative Inquiry as Medium for Learning: Constructing, Deconstructing, and Reconstructing Love of Self, Learning, and Life
Margaret Macintyre Latta
Chapter Ten Meditative inquiry in Dialogue with Heideggerian, Deweyan, and Buddhist Praxis
Christopher McCaw and John Quay
Chapter Eleven Synergies between Indigenous Ways of Knowing and Meditative Inquiry
Chapter Twelve The Dialogic and Vulnerable Nature of Learning: Perspectives from Positive Psychology and Meditative Inquiry
Krista Ritchie and Paul Stemmler
Chapter Thirteen Meditative Inquiry and Mindfulness
Chapter Fourteen A Poetic Response to Ashwani Kumar’s book, Curriculum As Meditative Inquiry
Chapter Fifteen Structure, Consciousness, and Agency: Moving Forward through Meditative Inquiry
Chapter Sixteen Explorations of Trauma through Meditative Inquiry
Rajean Willis and Laura Leslie
Responses to Engaging with Meditative Inquiry in Teaching, Learning, and Research
Response One: Meditative Inquiry: A Way Forward
Response Two: Educational Research Methodology and Meditative Inquiry: Three Meditations
Response Three: Becoming an ‘Unreliable’ Teacher: The Contribution of Meditative Inquiry
Response Four: Meditative Inquiry and Reimagining Critical Education
E. Wayne Ross
Response Five: A Queer Meditation on Meditative Inquiry
John J. Guiney Yallop
Contributors’ Reflections on their Participation in Engaging with Meditative Inquiry in Teaching, Learning, and Research
About the Editor
About the Contributors
Ashwani Kumar is Associate Professor of Education at Mount Saint Vincent University, Canada.
"Beautifully and insightfully harmonizing poetry, illustrations, autobiographical writings, and dialogic inquiry with the cross-fertilization of diverse ideas in diverse disciplines, this collection of essays illuminates how we can engage in transforming human consciousness through Ashwani Kumar’s theory of meditative inquiry to meet the challenges and crises as we face today. A timely, inspiring, creative, and evocative book for educators and researchers to educate the self while educating their students and the public!"
—Hongyu Wang, Professor of Education, Oklahoma State University (USA), author of Nonviolence and Education: Cross-cultural Pathways
"This poignant book navigates the terrain to shift our relationship to teaching, learning and being through meditative inquiry. Here reflexivity and consciousness are broken open from diverse approaches to reimagine what it means to teach. This amazing multi-disciplinary collection of scholars brings not only dialogical knowledge, but more importantly, the wisdom of heart and spirit. Here is a vibrant text to companion one on a holistic path to being an educator."
—Celeste Snowber, Professor of Education, Simon Fraser University (Canada), author of Embodied Inquiry: Writing, Living and Being Through the Body
"A dialogic meditative inquiry! This edited collection highlights the significance of meditative inquiry to curriculum studies and other fields. The contributors thoughtfully detail their engagements with Kumar’s scholarship on meditative inquiry from a variety of perspectives and in diverse contexts including law, Africentricity, martial arts, Indigenous wisdom, mindfulness, critical discourse analyses, arts, and post-structuralism. A timely contribution to questions of contemplative possibilities in education!"
—Claudia Eppert, Associate Professor of Education, University of Alberta (Canada), co-editor of Cross-Cultural Studies in Curriculum: Eastern Thoughts, Educational Insights
"This book is a lovely progression from Ashwani Kumar’s earlier work on meditative nquiry. The unique and diverse collection of essays demonstrate how mediative inquiry can be impactful in a wide variety of contexts. This rich volume will help teachers and scholars integrate meditative inquiry into their work so that students and teachers alike can meet life with an awareness that is rooted in freedom, creativity and dialogue."
—John P. Miller, Professor of Education, University of Toronto (Canada), author of The Holistic Curriculum