Contemplative Environmental Studies Workshop | School of International Service | American University, Washington, D.C. How can higher education best address global environmental challenges? How can we most meaningfully teach and research about environmental issues? How can we cultivate our inner lives through active engagement with environmental challenges? This workshop explores the contribution of contemplative practices to scholarly inquiry and teaching in environmental studies. Through discussions with distinguished scholars, focused conversations among colleagues, artistic exercises, and regular contemplative practice (meditation, yoga, journaling, and nature walks), participants will investigate ways to deepen their teaching, research, and lives at this historic moment of environmental intensification.
Part workshop and part retreat, this 6-day summer institute provides an opportunity to step back from the frenetic pace of our lives, and cultivate our inner resources and nurture the resiliency we need as teachers committed to education on a fragile and wild planet. The Institute for Contemplative Studies. Printer-friendly version Burlington College is moving forward with the development of the Institute for Contemplative Studies. We recognize our responsibility to create a much-needed transformative paradigm for learning that enriches the cognitive process with a continuity of mind and body. As such, the Institute has comprised five visionary and comprehensive areas of development that tend to the whole person. Each program area is rooted in social-emotional learning and mindfulness-based education which will enhance critical thinking while cultivating tacit knowledge.
The Institute draws strength from diverse faculty and multiple disciplines ranging from psychology, philosophy, science, phenomenology, and various wisdom traditions. With a deep commitment to reflection, practice, and scholarship, the Institute strives to provide: Community-based programs Accredited academic opportunities Professional development Research initiative Envision the future Diverse Faculty. UC Davis: Center for Mind and Brain : Shamatha Project. Saggar, M., King, B. G., Zanesco, A. P., MacLean, K. A., Aichele, S. R., Jacobs, T. L., Bridwell, D. A., Shaver, P. Jacobs, T. Jacobs, T.L., Epel, E.S., Lin, J., Blackburn, E.H., Wolkowitz, O.M., Bridwell, D.A., Zanesco., A.P., Aichele, S.R., Sahdra, B.K., MacLean, K.A., King, B.G., Shaver, P.R., Rosenberg, E.L., Ferrer, E., Wallace, B.A., & Saron, C.D. (2011).
MacLean, K.A., Aichele, S.R., Bridwell, D.A., Mangun, G.R., Wojciulik, E., & Saron, C.D. (2009). Shaver, P.R., Lavy, S., Saron, C.D., Mikulincer, M. (2007). Published Abstracts Rosenberg, E. Jacobs T. Sahdra, B. Zanesco, A. Saggar, M., MacLean, K.A., Aichele, S.R., Jacobs, T.L., Zanesco, A.P., Bridwell, D.A., King, B.G., Sahdra, B.K., Rosenberg, E.L., Shaver, P.R., Ferrer, E., Wallace, B.A., Mangun, G.R., Miikkulainen, R., & Saron, C.D.
King, B.G., Zanesco, A.P., Bridwell, D.A., Jacobs, T.L., Aichele, S.R., MacLean, K.A., Shaver, P.R., Rosenberg, E.L., Sahdra, B.K., Ferrer, E., Wallace, B.A., & Saron, C.D. (2010, April). Mind & Life Institute — Building a scientific understanding of the mind to reduce suffering and promote well-being. Sources of Enlightenment: Faculty and Administrators Who Challenge and Inspire Their Students—Arthur Zajonc. Sources of Enlightenment: Faculty and Administrators Who Challenge and Inspire Their Students Arthur Zajonc Emeritus Professor of Physics, Amherst College President, Mind & Life Institute Ph.D. in Physics from the University of Michigan in Ann ArborPost doctoral fellow at the Joint Institute for Laboratory Astrophysics, Boulder, Colorado Sample Publications: The Quantum Challenge (Jones & Bartlett) with George Greenstein, Catching the Light (Oxford UP), The Dalai Lama at MIT (Harvard UP), The Heart of Higher Education (JOosey-Bass) with Parker Palmer Links to documents/websites: www.arthurzajonc.org, www.mindandlife.org Zajonc spoke by phone to Pam Crosby, editor, on July 30, 2012.
The majority of professors and administrators in higher education probably do not integrate contemplative practices with their courses and programs. Students may especially need these skills in today’s digital world, which relentlessly contends for their attention. Challenges Online Courses Reluctant Students. Sources of Enlightenment: Faculty and Administrators Who Challenge and Inspire Their Students—L. Rendón. Sources of Enlightenment: Faculty and Administrators Who Challenge and Inspire Their Students Laura I. Rendón Professor & Co-Director, Center for Research and Policy in Education University of Texas-San Antonio Ph.D., Higher Education Administration, University of Michigan Rendón spoke by phone to Pam Crosby, editor, on August 29, 2012.
As individuals who live in a bustling and dynamic society, we continually make choices, both good and bad, regarding how we spend our cherished time and efforts. Laura Rendón, author, activist, and professor of higher education at the University of Texas at San Antonio, is a person of many accomplishments, and she, too, lives a very busy life. One of the most fundamental things that students (or any individuals) can do to become better persons, maintains Rendón, is to schedule time for reflection.
Rendón says taking time for contemplative practice is essential for student learning for many reasons. Reference Rendón, L. See also Rendón-Linares, L. Rendón, L. Contemplative Mind in Life. Santa Barbara Institute for Consciousness Studies. David Levy at the 2009 ACMHE Conference.