CONTEMPLATIVE PEDAGOGY AND PRACTICES IN HIGHER EDUCATION: A TOOL FOR TRANSFORMATIVE LEARNING, YOUTH DEVELOPMENT AND SOCIAL CHANGE

Abstract

In this paper, I suggest that using contemplative pedagogy and practices in the classroom will help in fostering transformative learning which plays a fundamental role in bringing a positive social and political reform in the society. Contemplative pedagogy and its practices are quiet instrumental in promoting transformative learning in youth during Higher Education as it helps in establishing a better understanding of existing thoughts, emotions, feelings and beliefs and helps in altering it for good, hence all this can be directed towards bringing a radical and progressive change in self and society. It also develops and improves resilience among students. Critical Pedagogy invites both students and teachers to critically investigate and analyze the political and social issues prevailing in the society, nation, religion or culture as well as the consequences of social inequity or injustice and whereas contemplative is cultivating self awareness, a fusion of both the unified pedagogies into teaching and learning will help in resolving stress and pain on the individual and a collective level. Hence this essay is written to promote developing a framework or a curriculum that provides room for applying contemplative pedagogy into existing education practice and policy.  Incorporating its practices into learning will help students to develop a ‘democratic heart’ as well as a ‘democratic society’. This paper focuses on how cultivating mindfulness in education system especially during higher studies can work as a therapeutic aid in managing stress, depression, anxiety issues and will enhance learning, developing a conducive teacher-student relationship, enhancing creative attention and active student’s engagement in classroom and other activities.