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Scholarship
April 9, 2019
The Intersubjective Turn: Theoretical Approaches to Contemplative Learning and Inquiry across Disciplines
- Author
- Gunnlaugson, Olen; Scott, Charles; Bai, Heesoon; Sarath, Edward W.
- Publisher
- SUNY Press
Click Here for Book Review
This book examines various intersubjective approaches to contemplative learning and inquiry in higher education. It would interest contemplative studies scholars, and instructors with a previous background in contemplative pedagogy. - Beverley McGuire, University of North Carolina Wilmington
A first of its kind, this book maps out current academic approaches in higher education to second-person contemplative education, which addresses contemplative experience from an intersubjective perspective. Until recently, contemplative studies has emphasized a predominantly first-person standpoint, but the expansion and embrace of second-person methods provides a distinctive learning context in which collective wisdom and shared learning can begin to emerge from dialogue among students and groups in the classroom. The contributors to this volume, leading researchers and practitioners from a variety of institutions and departments, examine the theoretical and philosophical foundations of second-person contemplative approaches to instruction, pedagogy, and curricula across various scholarly disciplines. (From the Publisher)
This book examines various intersubjective approaches to contemplative learning and inquiry in higher education. It would interest contemplative studies scholars, and instructors with a previous background in contemplative pedagogy. - Beverley McGuire, University of North Carolina Wilmington
A first of its kind, this book maps out current academic approaches in higher education to second-person contemplative education, which addresses contemplative experience from an intersubjective perspective. Until recently, contemplative studies has emphasized a predominantly first-person standpoint, but the expansion and embrace of second-person methods provides a distinctive learning context in which collective wisdom and shared learning can begin to emerge from dialogue among students and groups in the classroom. The contributors to this volume, leading researchers and practitioners from a variety of institutions and departments, examine the theoretical and philosophical foundations of second-person contemplative approaches to instruction, pedagogy, and curricula across various scholarly disciplines. (From the Publisher)