نوع مقاله : مقاله علمی- پژوهشی
نویسندگان
1 Department of Foundations of Education, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Iran.
2 گروه مبانی تعلیم و تربیت، دانشکده علوم تربیتی و روان شناسی، دانشگاه فردوسی مشهد
3 Department of Foundations of Education, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Iran
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]
- Zainab Mahdavi 1
- Bakhtiar Shabani Varaki 2
- Tahereh Javidi Kalateh Jafarabadi 3
1 Department of Foundations of Education, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Iran.
2 Department of Foundations of Education, Faculty of Education and Psychology, Ferdowsi University of Mashhad
3 Department of Foundations of Education, Faculty of Education and Psychology, Ferdowsi University of 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
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