Ashram Pilgrimage and Yogic Peace Education Curriculum Development: An Autoethnographic Study

Autor/in	Joyce, Janine
Titel	Ashram Pilgrimage and Yogic Peace Education Curriculum Development: An Autoethnographic Study
Quelle	In: Journal of Peace Education, 17 (2020) 3, S.263-282 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joyce, Janine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2020.1818064
Schlagwörter	Peace; Teaching Methods; Physical Activities; Ethnography; Transformative Learning; Learning Experience; Spiritual Development; Philosophy; Theory Practice Relationship; Behavior Change; Metacognition; Journal Writing; Goal Orientation; Educational Objectives; College Faculty; Educational Principles; Travel; Foreign Countries; International Cooperation; Personal Narratives; India + Suchen Sie Ihr Suchwort? Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Pädagogische Transformation; Lernerfahrung; Philosophie; Theorie-Praxis-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zeitschriftenaufsatz; Zielorientierung; Zielvorstellung; Educational objective; Bildungsziel; Erziehungsziel; Fakultät; Bildungsprinzip; Travelling; Reisen; Reise; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Erlebniserzählung; Indien
Abstract	This autoethnographic study explores how my (the author's) four-year "ashrama" pilgrimage was a transformative learning experience in peace education. The pilgrimage was an embodied, sociocultural spatial immersion in the Raja Yogic tradition which led to the development of "Yogic Peace Education: Theory and Practice," a pedagogic framework and collaborative practice workbook. In 2011, I answered a 'call to pilgrimage' in which Shri Parthasarathi Rajagopalachari invited me to learn Raja yogic philosophy, principles and practice within an "ashram" structure, i.e. a spiritual, monastic retreat. My journey was documented through electronic and hand-written journals, highlighting and exploring inner spiritual conditions alongside psychosocial and behavioural changes. The metacognitive and autoethnographic analysis of my pilgrimage revealed unacknowledged personal goals, such as the search for self-knowledge, for inner peace, and for connection to community, nature and the eternal. These goals were similar to the goals of other sacred and secular pilgrimages, and they were also consistent with the goals of peace education. Furthermore, the journal entries also document how this pilgrimage contributed to the building of a new peace education framework which integrated and streamlined teachings from the Raja Yoga tradition, from various pre-Yoga Hindu legacies, and from Gandhian non-violent principles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01