Radical Pedagogy

Radical Pedagogy (2017)

Volume 14 Issue 1

ISSN: 1524-6345





Critical Contemplative Pedagogy



Peter Kaufman
Department of Sociology
State University of New York at New Paltz, USA
E-mail: kaufmanp@newpaltz.edu



Abstract

     In this paper, I make a case for a critical contemplative pedagogy that synthesizes critical pedagogy and contemplative pedagogy. A critical contemplative pedagogy may seem like a merger of two vastly distinct educational practices. Contemplative pedagogy is often posited as an inner-directed practice of helping students find balance and wholeness in their lives. Critical pedagogy is generally viewed as a form of education that is outer-directed and attempts to foster radical social change. I suggest that there is a logical and maybe even necessary fit between contemplative and critical educational practices. I offer the following five dimensions of critical contemplative pedagogy as a way to explain what is meant by this hybrid approach and why contemplative and critical educators might adopt it: (1) Establishes a foundation of nonduality; (2) Promotes an awareness of interdependence; (3) Encourages us to embrace impermanence; (4) Fosters intentionality; (5) Grounds the political with the personal.

     Keywords: critical pedagogy, contemplative pedagogy, Paulo Freire,

                       non-duality, interdependence; impermanence; social justice

                       education
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