Contemplative Practices in Pedagogy Reading Group
The first meeting will be held at CETL on Thursday, January 30, at 1:00 in Rowe 319.
This reading group is for instructors who are interested in how contemplative practices can improve teaching and learning. The first book to be discussed is Rhonda Magee’s The Inner Work of Racial Justice.
Magee writes,
“For the most part, mindfulness in the West has been presented as a personal improvement practice. We have not been taught to view mindfulness as a pathway to active social engagement for the benefit of others.” (330)
Surely teaching is a form of active social engagement for the benefit of others. Over the course of several months this reading group will discuss definitions of mindfulness and contemplative practices and their application in pedagogical situations. Beginning with Magee’s book, discussions will explore practices for engaging with self and other in the context of, and on the topic of, racism. Magee’s book includes chapters on:
- Looking at the reality of racism
- Deepening insight through compassion
- Seeing implicit bias
- Recognizing, accepting, and investigating racism with non-identification
- Particularity as the doorway to empathy and common humanity
- Working with strong emotion in real time
- Walking the walk
Other books or articles related to contemplative practice may be selected by the reading group in the future. The objectives of this reading group include: forming a learning community around pedagogy and mindfulness; exploring exercises and activities to foster connection, empathy, dialogue, and engagement among students and instructors; and building equity and improving inclusion in higher education through reflective practice tied to action.
Advance registration is required. CETL has purchased a limited number of books for participants. Refreshments will be provided. To learn more, please contact Tina Huey at cetl@uconn.edu.
Magee, Rhonda V. The Inner Work of Racial Justice: Healing Ourselves and Transforming our Communities Through Mindfulness. TarcherPerigree, 2019.
For more information, contact: Center for Excellence in Teaching & Learning at cetl@uconn.edu