Contemplative practices to improve

student learning

Susan M. Mountin, Ph.D.Marquette University Milwaukee, WI

BREATHE

Examples: • Contemplative practices quiet the mind in order to cultivate a personal capacity for deep concentration and insight.

• CP can include various kinds of ritual and ceremony designed to create sacred space and increase insight and awareness to be forms of contemplative practice.

Sitting in silenceSingle-minded concentration• Mindful walking• Yoga• Focused

experiences in nature

• Physical practices• Artistic practices• Journaling/writing• Centering prayer

Why?• Contemplative practice

has the potential to bring different aspects of one’s self into focus, to help develop personal goodness and compassion, and to awaken an awareness of the interconnectedness of all life.

• They are practical, radical, and transformative.

• Help develop empathy• Develop

communication skills• Improve focus• Enhance concentration• Reduce stress• Enhance creativity

• Over time the practices• Cultivate insight,

inspiration and a loving and compassionate approach to life

Sources

• Arthur Zajonc—Amherst• Parker Palmer• Association for the

Contemplative Mind in education

• Thomas Keating—centering prayer

• Dalai Lama• Thich Nhat Hahn

• Neurological research--Richard Davidson—UW

Silence Using silence as subtext

Examining intricacies

DEEP LISTENING

Writing as contemplatio

n

Writing as contemplative practice

• Free writing• Journaling• Intuitive

writing

The rituals of writing as contemplation

• Structured time• Pen and paper (?)• Physical location

Ignatian pedagogy—Based on the spiritual journey of St. Ignatius of Loyola founder of the

Jesuits

• Corporeal–See–Smell–Taste–Feel–Hear

o Paying attentiono Reflection on

experienceo Change in

attitudes, behaviors, values

o Evaluation/assessment

Practical application for classrooms/disciplines

Minutes of silence• At the beginning to settle– At the end of class as an “examen” of

what was learned– In the midst of class—response to

something provocative, challenging– For observation (e.g. sciences,

engineering, math) – For digestion (e.g. philosophy, theology)– For imagination (e.g. history, theology,

nursing)

End of class or midterm “examen”

• Review in your mind this class• Remember walking in and sitting down:

how were you feeling? Gut check?• As the class continued: what jumped out

—anything jarring? Consoling? Supportive? Challenging?

• Were you clueless at any point? Why? • What are you called to do to be ready

next time?