Consciousness and Education: A Neurophenomenological Take on Contemplative Pedagogy

نوع مقاله : مقاله علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه مبانی تعلیم و تربیت، دانشگاه فردوسی مشهد، مشهد، ایران.

2 استاد گروه مبانی تعلیم و تربیت، دانشگاه فردوسی مشهد، مشهد، ایران.

3 دانشیار گروه مبانی تعلیم و تربیت، دانشگاه فردوسی مشهد، مشهد، ایران.

چکیده

Objective: To investigate how contemplative pedagogy—rooted in contemplative consciousness—can reframe educational paradigms by leveraging a neurophenomenological understanding of consciousness as an irreducible, embodied, and emergent phenomenon.
Method: This study adopts a neurophenomenological methodology, integrating first-person experiential insights with third-person perspectives on neural, bodily, and environmental dynamics. The framework is applied to pedagogical strategies that foster contemplative modes of consciousness across four interrelated dimensions: internal awareness, embodied action, intersubjective empathy, and contextual systems.
Result: Contemplative pedagogy manifests across four interconnected domains: 1) Internal dimension: Self-exploration and identification through “innernet” consciousness techniques. 2) External dimension: Enacted embodiment via processes of autopoiesis, emergence, and enaction. 3) Intersubjective dimension: Cultivation of empathy, compassion, and contemplative states such as emptiness and groundlessness. 4) Interobjective dimension: Engagement with social structures, extended systems, institutional contexts, and their influence on consciousness. These domains reveal how contemplative pedagogy intentionally cultivates consciousness in holistic and transformative ways.
Conclusion: Framed through a neurophenomenological lens, contemplative pedagogy offers a rich, multidimensional educational paradigm that bridges consciousness theory and pedagogical practice. It underscores the potential for education to cultivate deeply embodied and relational forms of understanding, thus reframing learning as a transformative process rooted in contemplative consciousness.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Consciousness and Education: A Neurophenomenological Take on Contemplative Pedagogy

نویسندگان [English]

  • Zeinab Mahdavi 1
  • Bakhtiar Shabani-Varaki 2
  • Tahereh Javidi-Kalateh-Jafarabadi 3
1 PhD Candidate, Department of Foundations of Education, Ferdowsi University of Mashhad, Mashhad, Iran
2 Professor, Department of Foundations of Education, Ferdowsi University of Mashhad, Mashhad, Iran.
3 Associate Professor, Department of Foundations of Education, Ferdowsi University of Mashhad, Mashhad, Iran.
چکیده [English]

Objective: To investigate how contemplative pedagogy—rooted in contemplative consciousness—can reframe educational paradigms by leveraging a neurophenomenological understanding of consciousness as an irreducible, embodied, and emergent phenomenon.
Method: This study adopts a neurophenomenological methodology, integrating first-person experiential insights with third-person perspectives on neural, bodily, and environmental dynamics. The framework is applied to pedagogical strategies that foster contemplative modes of consciousness across four interrelated dimensions: internal awareness, embodied action, intersubjective empathy, and contextual systems.
Result: Contemplative pedagogy manifests across four interconnected domains: 1) Internal dimension: Self-exploration and identification through “innernet” consciousness techniques. 2) External dimension: Enacted embodiment via processes of autopoiesis, emergence, and enaction. 3) Intersubjective dimension: Cultivation of empathy, compassion, and contemplative states such as emptiness and groundlessness. 4) Interobjective dimension: Engagement with social structures, extended systems, institutional contexts, and their influence on consciousness. These domains reveal how contemplative pedagogy intentionally cultivates consciousness in holistic and transformative ways.
Conclusion: Framed through a neurophenomenological lens, contemplative pedagogy offers a rich, multidimensional educational paradigm that bridges consciousness theory and pedagogical practice. It underscores the potential for education to cultivate deeply embodied and relational forms of understanding, thus reframing learning as a transformative process rooted in contemplative consciousness.

کلیدواژه‌ها [English]

  • Contemplative Consciousness
  • Contemplative Pedagogy
  • Neurophenomenology
  • Education
  • Mindfulness

مراجع

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