The Contemplative Pause: Insights for Teaching Politics in Turbulent Times

Autor/in	Litfin, Karen T.
Titel	The Contemplative Pause: Insights for Teaching Politics in Turbulent Times
Quelle	In: Journal of Political Science Education, 16 (2020) 1, S.57-66 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Litfin, Karen T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2018.1512869
Schlagwörter	Teaching Methods; Political Science; Higher Education; Climate; Metacognition; Futures (of Society); Cultural Pluralism; Civics; Cooperation; Citizen Participation; Well Being; Attention Control; Creativity; Stress Management; Active Learning; Student Participation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Klima; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Future; Society; Zukunft; Kulturpluralismus; Staatsbürgerkunde; Co-operation; Kooperation; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Well-being; Wellness; Wohlbefinden; Aufmerksamkeitstest; Kreativität; Stressmanagement; Stressbewältigung; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	A quiet revolution is unfolding throughout higher education in the form of contemplative pedagogical practices. The mind's ability to adopt a metaposition relative to its own contents, thereby consciously integrating somatic, emotional, and mental experience, has profound implications for learning. According to its proponents, contemplative pedagogies can enhance student attention, cognition, emotional wellbeing, and creativity, as well as reduce stress. These capacities are increasingly vital in the face of escalating world tensions, political polarization, and electronic distractibility, yet political scientists are surprisingly invisible in this quiet revolution. This essay offers a general description of and rationale for contemplative education, making the case that these practices are particularly valuable in the political science classroom and for subjects like climate change that will profoundly affect our students' future. Attending to the "inner curriculum" can foster new skills for self-awareness, tolerating intellectual and emotional ambiguity, embracing diversity, civic discourse, and collaborative action. Some specific practices are offered, along with general guidelines for educators who might wish to experiment with contemplative practices. Finally, survey data from students in several courses suggest that they clearly find value in these practices. While these preliminary data are encouraging, they also raise many questions for a larger research agenda for assessing the value of contemplative practices in the political education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01