Saturday, October 6
|9:00 – 9:15 am
||Practice and Framing of the Day
|9:15 – 9:30 am
||Break with coffee, tea, and light snacks
|9:30 – 10:30 am
||Parallel Session IV
Breakout Rooms on 8th & 9th Floors of the Campus Center
Parallel Session IV
Using Contemplative Practices to Assist Faculty in Answering the Call to Create Just, Equitable, and Inclusive Classrooms
Over the last twenty years the higher education environment has seen a shift in the diversity of students coming to college campuses. Specifically, these spaces have become more diverse with students from various ethnic, socioeconomic, political, sexual, and social backgrounds. By neglecting to engage such students, faculty run the risk of making them feel excluded, which could result in negative health and educational outcomes. This session will discuss how faculty can incorporate contemplative practices and theory into their classrooms to create just, equitable, and inclusive campus environments.Marlon Blake, Lenwood Hayman
Other Ways of Knowing: Toward a Decolonization of Contemplative Education
This session will explore contemplative and embodied ways of knowing through a decolonial lens. Highlighting women of color feminism(s), Indigenous epistemology, and decolonizing pedagogies, the presenters will discuss their own research and work in these areas followed by a roundtable dialogue. As contemplative education rapidly evolves, how can we be inclusive of decolonizing practices such as Indigenous storywork, autohistoria, testimonios, and Hip Hop pedagogy? How have Indigenous contemplative practices been used to heal from the historical trauma of colonialism? How can we integrate feminist, antiracist and contemplative pedagogies? This panel calls for a reconceptualization of Contemplative Education by integrating decolonial scholarship and embodied knowledges.
Jennifer Cannon, Sonya Atalay, Miliann Kang, Lezlie Frye, Renita Wong
WHAT IF MY STUDENTS NEED MORE?
I taught at an historically Black university, with a student population which is highly stressed through financial worries, family responsibilities, experienced trauma, medical issues, etc. Although I have offered contemplative practices in my classes for the last ten years, I finally decided that I wanted to offer them more. Enter the Oasis, the university’s new Mindfulness/Meditation Center. This session will chronicle the origin and evolution of a mindfulness/meditation center in a small heavily religious university and allow conferees to participate in the programs which gradually developed in the Oasis. With few resources, we built a growing center in an institution where these practices are still largely unfamiliar. Closing discussion will center around how to start a center on campuses with varying cultures, next steps for the Oasis, and of course, how to bring about world peace.
Experiencing Connection: a Critical Foundation of Community Building
We must do better at meeting the basic human need of connection, the foundation of friendship, community, and society. Connection plays a vital role in social justice, as “obligations of justice arise between persons by virtue of the social processes that connect them” (Young, 2006). Indeed, individuals from privileged groups are motivated by a sense of connection to actively support equity (Goodman, 2000). Connecting encourages people to begin to care in ways that lead to taking action. Multiple systems of oppression are interconnected, and engaging our own connectedness helps to disrupt patriarchies and complacent white privileges. This presentation guides participants through a multi-phased contemplative exercise that starts with individual reflection on experience of connection in an institutional context, invites deep listening with another participant, and moves into larger groups to discuss strategies for reinforcing the shared activities that promote connection and work toward social justice.
Relationships, Structures, and Processes of Humane Institutions
Over the past ten years, great strides have been made in creating and nurturing contemplative classrooms. At the same time, the overall structures of academic institutions lag behind. In a world of higher education dominated by increasing complexity, financial pressures, and conflicts, what does a contemplative organizational structure look like? How can committees, faculty meetings, and administrative teams use contemplative practices to work more effectively? Given hierarchies, turf wars, and academics’ propensity for using argument as a weapon, is contemplative decision-making possible?
Through guided meditations and group reflection, we will imagine what relationships, structures, and processes of humane institutions could look like. Basted on the presenter’s experience in several institutions and based on participants’ institutional experience, participants will experience three contemplative processes that can make institutions more humane and make relationships more respectful.
Cultivating Student Attention Through a First Year Nature Writing Seminar
While seminars for first-year college students introduce them to new subject areas and orient them to campus life, they can also cultivate habits of mind and body that may improve personal health and wellness and academic success. For the past three years, I have been teaching a Nature Writing seminar that offers first year students the opportunity to read and discuss some classic writing about human relationships with the natural world; to make their own contribution to this literature; and for 50 minutes each week to work with their attention by turning off their cell phones, putting aside their personal concerns and the pressures of school, and experiencing what is in front of them in the present moment. Many of the class exercises are adapted from a Working With Your Attention course taught by Gregg Krech at the ToDo Institute in Monkton, VT (http://www.todoinstitute.org).
Lives that Speak: Reclaiming Vocation Through Cross-Campus Collaborations
In Let Your Life Speak, Parker Palmer writes eloquently about the Quaker imperative to listen deeply for the call of vocation. But in the present moment of financial exigency, hyper-mediation, mental ill health, and overwork, that call can be exceedingly difficult for us and our students to hear. As a tenured faculty member and (formerly tenured) executive director of career development, we model a spirit of collaboration that aims to foster lives that speak and reclaim the idea of vocation as a call to purpose realized uniquely by each individual. In contrast with purely materialist notions of “a career,” offering contemplative practices and spaces for students and higher education professionals alike to heed the spiritual call of vocation is a profound pathway toward interconnection, social action, and meaningful scholarship—one that allows us to imagine and bring about more just and humane institutions.
LeeRay Costa, Karen Cardozo
Listening as a Revolutionary Act of Love
To build humane institutions, we need humane relationships. This requires a humane relationship with oneself. Listening as a revolutionary act of love can assist, as we learn how to listen through and across differences. Stacy Husebo (MSW, LICSW), Social Work Faculty at St. Catherine Univ., and Allison Schuette (MFA), Associate Prof. of English/co-director of the Welcome Project* at Valparaiso Univ., invite you to experience varied ways of listening—to yourself, to fellow participants, to digital storytellers. We present these practices within a framework of cultivating presence: holding both the other’s and our own experiences in awareness, giving them equal weight. Relationships rooted in this framework help us deepen compassion and benevolence. We see these practices as transferable to classrooms, workshops, and community settings. (*The Welcome Project interviews, edits, and facilitates conversation. Our locally collected, digital stories help participants forge stronger ties within their communities.)
Allison Schuette, Stacy Husebo
|10:30 – 11:00 am
|11:00 – 12:00 pm
||Parallel Session V
Breakout Rooms on 8th & 9th Floors of the Campus Center
Parallel Session V
“When He Said Weird, I Heard Queer” – Facilitating Powerful Conversations
Creating humane institutions requires the capacity to mindfully engage in challenging conversations. Too often we avoid opening a conversational Pandora’s box by focusing on the surface, the symptoms, of a situation (Scharmer & Kaufer, 2013), or we speak with similar-minded people who already agree with us (Haidt, 2012). Both strategies increase confusion, limit learning, and disconnect us from the reality and complexity of the very issues that matter the most (Bushe, 2010). This highly interactive session will draw on a real-life case study from diverse perspectives to explore how contemplative practices and deep listening exercises can contribute to facilitating powerful conversations with awareness, transforming anger and fear to leverage human relationships within and beyond the classroom.Anne Randerson, Stacie Chappell
Connection, Healing, Transcendence: Mindfulness Practice at a Minority Serving University
This presentation addresses the cultural adaptation of a mindfulness practice curriculum for students attending a minority serving university in a large Mid-western city. Many of the students live and work in the communities surrounding the university which are beset with high rates of poverty, unemployment and violence and are subsequently vulnerable to stress and trauma. The application of mindfulness practices in higher education has resulted in positive academic, psychological and interpersonal outcomes among students. However, few if any studies have evaluated the effectiveness of mindfulness programs to enhance well-being among students attending a minority serving university. Statistically significant findings from the evaluation of the first mindfulness class indicate increased levels of mindfulness. For the faculty involved in the planning of this course, an unanticipated outcome was a shared experience reminding them of their humanity in a climate of disconnection and uncertainty.
Sherri Seyfried, Lindsay Bicknell-Hentges, Veronica Womack
Teaching Ethnographically: Qualitative Inquiry as Contemplative Pedagogy in Higher Education
While ethnographic and contemplative practices share many commonalities, ethnographic inquiry holds great promise to deepen contemplative ways of knowing. Ethnographic inquiry, an approach of being, thinking, and seeing, centers on learning from participants (students) through immersing in and attending to the qualities or details of their experiences, questions, and practices as well as creating opportunities for students to use ethnographic epistemologies to understand their experiences and inquiries. Ethnographic inquiry requires that teachers and students cultivate a consciousness of the subtle complexities of culture, justice, and power relations as well as an awareness that knowledge is co-constructed, partial, and produced within social relationships. We will explore ways that ethnographic and contemplative epistemologies frame and inform our teaching through multiple experiences and practices (e.g., participant observation, conversation, artifact analysis, and reflexivity).
Maria José Botelho, Ellen Pader
Contemplative Practice and Resilience: Facilitating Sustainable Sustainability Practitioners
Our world is characterized by speed, which can heighten feelings of powerlessness in the face of complex problems, a theme in sustainability learning. Our course on contemplative practice and resilience at Michigan State University helps sustainability learners slow down and cultivate skills of concentration, reflection, and empathy. Our goal is to facilitate the growth of resilient individuals, who can create resilient communities, which can work collectively toward ecological resilience. Each class includes: 1) mediation and mantra, 2) reflective journaling, and 3) yoga movement, plus a longer practice to expose students to the breadth of contemplative practices. Practices are coupled with readings and discussion. Learning and wellbeing shifts are documented qualitatively and quantitatively. Preliminary findings demonstrate a strong sense of overwhelm and inadequacy. Students used the course to become more self-reflective and develop self-care tools; they plan to use journaling and mantra in the future.
Lissy Goralnik, Robert Richardson, Laurie Thorp
Quiet, Contemplative Pedagogies: Teaching to Reach the Introverted, the Anxious and the Marginalized
Our campuses—in classrooms, student activities, and committee work—are organized so as to privilege noise. Ideal classroom participation is understood as talking and meetings laud the brainstorming session. Across our institutions, classrooms and office spaces are being turned into shared group space, meant to facilitate group work, creating an “extrovert ideal” (Cain 2012). At the same time, our students’ social anxiety levels are increasing—a dynamic that is connected to technology (Turkle 2011)—and the marginalized, long denied a voice, feel even more silenced by the current political climate.
Contemplative practices in the classroom offer an antidote that offer us a pedagogical universal design. They benefit everyone, while importantly reaching the most vulnerable—students of color, introverted students, LGBTQ students, and students with social anxiety. Instead, quiet pedagogies that facilitate contemplative, critical reflection, give all students the space to think, reflect, and share their ideas.
Imagining Humane Food Practices That Impact Health, Environment and Equity Outcomes
Growing climate change, diseases, and inequality arise from separateness and superiority to nature and others. When humans behave as there is no spiritual dimension to places, they treat nature as an object. Naess claimed the world cannot be divided between sentient subjects and inanimate objects. Boldt stated that ego consciousness is the source of poverty, lack, conflict, human degradation, competitive hostility, craving and exploitation. Criticality, reflection and mindfulness will be employed to shine light on unexplored food systems and practices. This session will discuss a course designed with scientific and contemplative practices to inquire into: What humane organizational practices have proven to create reduction in greenhouse gas emissions and climate change, diet and life-style driven diseases and human domination over nature? How contemplative practitioners support more equitable access to food systems. What contemplative practices and lifestyle shifts can reduce suffering and increase wellbeing?
Kathleen Kevany, Dr.George C. Wang, Gene Baur
Contemplation, Reflexivity, and Embodiment: Addressing Gender Diversity in Education
This experiential workshop will offer participants a contemplatively rooted approach to exploring gender diversity in education. Drawing on practices of reflexivity, participatory theatre, and transgender studies, we will explore and deepen our own understandings around the needs of transgender, gender nonbinary, and gender nonconforming students. Through reflexive practices, we will be invited to articulate our own strengths and challenges in addressing gender diversity in the classroom. Through participatory theatre, we will have the opportunity to gently embody these explorations. And by drawing on foundational theory in gender diversity in education, we will deepen our understandings of best practices in this rapidly evolving field. This workshop will be of interest to people wanting to gain an introduction to foundational skills around gender diversity, as well as experienced educators/activists seeking to ground this work in contemplative approaches.
Radical Love and Difference: Bruja Pedagogies
In Spring 2018, I taught a class at the University of New Mexico called, “Art, Activism, and Bruja Feminism.” This class drew upon the work of Gloria Anzaldua, Audre Lorde, Irene Lara and others who argue that brujas, or witches, have been disordering patriarchal and capitalist narratives for centuries. Within these spaces, theory and art blur, and one’s full body of lived experience and ancestry grate against borders of geography, race, class, colonial constructs of time/space, and human/non-human divides.
I will briefly talk about what happened in this class, in which a group of diverse women brought lived pain and confusion into the classroom to explore what it might look like to build collectivity that does not demand harmony, consensus, shared histories, or fixed identities. This workshop will be experimental and experiential, drawing upon expanded notions of contemplative practice such as personal writing, movement, and feeling one’s full body as a gauge of truth-telling.
|12:00 – 1:00 pm
||Buffet Lunch (included with registration)
|1:00 – 2:00 pm
||Poster Session II
Posters should be set up before or during lunch, and may be displayed until 4pm.
|2:00 – 2:30 pm
|2:30 – 3:30 pm
||Parallel Session VI
Breakout Rooms on 8th & 9th Floors of the Campus Center
Parallel Session VI
Paradoxes of Teaching Mindfulness in Business
This experiential session is dedicated to exploring the efficacy and ethical considerations of teaching mindfulness in business. The emergence of mindfulness as a popular means of enhancing workplace skills has come under some scrutiny and criticism. Particularly, teaching mindfulness in business without the foundation in ethics and wisdom poses unique challenges and consequences.
I draw from Buddhist teachings, mindfulness research, management theory, and experiences of corporate mindfulness instructors to propose a comprehensive framework that can guide our intentions and work of integrating mindfulness in business to enhance the well-being of all its stakeholders and not just shareholders.
The lens of mindful inquiry is expanded to include not only mindful awareness but also wisdom and ethical considerations, which is commonly referred to as skillful actions. Participants will explore – individually and in small groups – the broader framework of awareness, wisdom, and skillful actions in the context of decision making. We will brainstorm together how this broader framework can help us integrate mindfulness in our workplace to make decisions that create a better world for all beings.
Radical Compassion: Contemplative Actions for Social Transformation
Compassionate living, social justice, freedom and equality are ethical ideals of culture. However, in a world driven by ideologies of separation, these ethical principles seem absent. Here, I offer a comprehensive scope of the neuroscience, the psychology and the arts of compassion, and how these ideals translate into practices through contemplative living. I explain how compassion enhances emotional regulation and its impact on the brain; how it sustains purpose as enhancer of mindful relationships, improving communication, and maintaining social connections; and finally, I advance the point that compassion can become a core competency for emotional, social and organizational well-being. I argue that the creation of new cosmological narratives of interaction based on the contemplative principles of compassion results in an ethics of identity of humans as caretakers of the ecosystem. A contemplative lifestyle makes of compassion a catalyst for self-transformation, and social and environmental justice.
A humanizing learning community focused on reciprocity and collaborative engagement
Graduate programs, particularly those within historically white institutions, typically reinforce neoliberalism (Denzin & Giardina, 2016). In these spaces academic success might be narrowly defined and incongruent with scholars interested in emancipatory research. In response to this climate, a group of doctoral students and faculty co-constructed a reading group as part of a special topics education course. We collectively read ethnic studies, critical pedagogy, as well as processed our experiences in collaborations across numerous educational contexts. In this paper, we seek to challenge individualism within academia, connect educational research to broader social movements, and highlight the importance of humanizing mentorship. After analyzing the data, we argue the non-hierarchical nature of our group is what led to the organic development of a humanizing learning community. This approach to learning and mentorship offers a way to disrupt institutional structures meant to stifle socially just research.
Thomas Albright, Keisha Green, Joel Arce, Alisha Smith
Embedding compassion into an urban community college to create trauma sensitive policy, procedures, and pedagogy.
Students who attend urban community colleges characteristically have invisible histories of developmental and complex trauma which puts them at risk for engagement and retention. These risk factors are relatively invisible to the institutions which serve them and to the students themselves. Accordingly issues which have their genesis in the student’s history are at play but are implicit rather than explicit so they are not addressed by the students or the institutions that serve them. Without making these issues and factors explicit they remain unavailable for positive intervention. When the students and the institution together make these issues explicit they can be addressed in proactive, cost effective ways leading to improved chances of receiving attention and intervention and enabling more positive outcomes for the students and their institutions of learning.
Linda Domenitz, George LeBoeuf, Susan Perreira, Steven A. Mahoney, Marva Patterson
The Playing Field: Personal & Public Health Practices through the Power of PLAY
The purpose of this workshop is to examine “playing” as a source of healing, particularly within the contexts of college classroom. As adults, we connect the act of playing with children. We accept that children play games, play outside, or simply play as that is part of their development, education, and time consuming activity that parents often support. As we get older, humans shift their thought patterns and take on a different way of Acting and Being in the world. We become “ADULTS.” The act of playing becomes child-ish and unacceptable – again, especially in the college classroom. We allow our daily stresses and past trauma to shape our Being. Our coping mechanisms end up being a reaction to those stresses and traumas, rather than proactive proclamations of our liberated spirits. What if we recognized that the act of PLAYING promotes connections, cultivates social creativity and capital, addresses trauma and becomes a healing mechanism of liberation? What if ADULTS began to PLAY within the inhumane institutions in which we find ourselves? What if we purposefully created humane environments, or playgrounds, within the academy? Our session is intended to be a PLAYFUL, healing, liberating workshop for ALL who attend!
Traci Currie, Joyce Piert, Lenwood Hayman
“I Got Soul”: Soulfulness, Inclusion, and Contemplative Practice
“I got somethin’ that makes me wanna shout, I got somethin’ that tells me what its all about, I got soul, and I’m superbad.” – James Brown. This session will focus on describing “soulfulness” as an orientation to contemplative practice that aims for relevance to historically oppressed people of color whose cultural sensibilities emphasize expressiveness of emotion, spirituality, and movement toward liberation from oppression. Soulfulness has its roots in the African American tradition of “soul” (a deeply felt inner attunement and connectedness that moves one to inspired expression and resonates with collective experience) and is intentionally integrative. Its meditative application is mindfulness-based with less emphasis on the detachment, personal happiness, and individualism that can characterize its popular and commercialized delivery. Soulfulness-infused practices will be demonstrated and applications in community, educational and healthcare settings will be discussed.
Connectedness in the Classroom: Spirituality and Contemplative Pedagogy
Spirituality’s role in higher education has been fraught with misunderstanding, judgment, and fear. Until the past 25 years, spirituality in higher education has been seen as a “pariah” (English, 2014, p. 47). In addition, the dichotomization of religion and spirituality provides little depth or clarity to these constructs. Viewing religion in a negative, restrictive light and seeing spirituality more positively, given its stereotype as “soft” or “new agey,” is limiting.
The seminal work of Astin, Astin, and Lindholm (2011) emphasizes that higher education could guide spiritual growth and development. One of their primary findings is: “…contemplative practices are among the most powerful tools [emphasis added] at our disposal for enhancing students’ spiritual development” (Astin et al, p. 148).
Both contemplative pedagogy and spirituality emphasize connectedness as well as provide breadth and depth to our work. This roundtable discussion will explore the complexities of spirituality in our work.
Reimagining Community & Scholarship: Lectio Divina as Tool for Transformative Education
This interactive discussion will showcase the intersection(s) between contemplative practice, scholarship, and community-building through Lectio Divina as a tool for transformative education. Lectio Divina provides a contemplative method allowing access to inner knowing related to emotions, intuition, and wisdom, one that activates first- and second-person inquiry. As a process, Lectio Divina activates deep listening, contemplative reading and close observation. It offers a model for aiding interiority and provides a conduit for developing spaciousness in order to meet and take in the world before you (Hart, 2008). We will provide examples of integrating the creative processes of the 4-step Lectio Divina methods for K-16 students from a range of areas including, visual art, poetry, and teacher education. Participants in this embodied and experiential session will, in John Dewey’s words, “learn by doing” to appreciate its effectiveness and become aware of alternative modalities for inner growth through reflective and intellectual inquiry.
Kristi Oliver, Jane Dalton, Maureen Hall, Catherine Hoyser
|3:30 – 3:45 pm
||Break with coffee, tea, and light snacks
|3:45 – 4:45 pm
||Parallel Session VII
Breakout Rooms on 8th & 9th Floors of the Campus Center
Parallel Session VII
Contemplative Resistance: The Art of Non-dual Activism
Imagine a scenario where activism is a profound opportunity for personal growth, engaging our practice, and showing up for directly impacted people who are most vulnerable to injustice. In a context of institutional and state sanctioned oppression where change isn’t being embraced, we are left with resistance as our only option. What does resistance look like and how do we engage as contemplatives? What does contemplative resistance to institutional injustice look like? How do we find and uplift the non dual moments in activism? Contemplative are often discouraged from engaging in the dualism and aggression of activism for social change. But what if we viewed social justice organizing as opportunities for healing. Holly will share her contemplative philosophy on resistance and Dr. Oliver Hill will offer framing and practice grounded in non-judgement. We will engage both contemplation and action and send you home with a vital practice.Holly Roach Knight, Dr. Oliver Hill
Collaborative Film-making as Contemplative Practice
Research literature describes resilient communities as those that adapt to climate change and its disastrous effects. However, the Innu people of northern Labrador in Canada do not have a word that easily translates as resilience. For them, the word that emerged in interviews with elders who still hold the narrative of their traditions is “respect.” Respecting the natural world for the Innu means caring that all resources are sustainable and nothing used is wasted. The relationship is reciprocal and everything “takes care” of everything else. This is a story that was not easily carried to younger generations forced into abusive residential schools, punished for speaking their own language, and largely prevented from relating with the natural resources around them. Videography empowered youth to tell their stories in images without abstract language. The skills learned were then engaged in documenting effects of climate change, recovering their connection to “respect” and sustainable development.
Should we problematize the “service” in service learning?
Should we problematize the “service” in service learning? And to what extent does service learning exploit those that serve and who are served? In this interactive session, we will discuss in roundtable-format concepts such as service, charity, help as it relates to service-learning and civic engagement for undergraduate students. We will also discuss critical approaches to seeing service learning through the lens of neoliberalism and discuss strategies for building more sustainable models of civic engagement that include students and community members in decision-making and cultivate ideas that extend beyond a college campus, even into virtual environments.
Mentoring Culturally-Inclusive Community through Contemplative Self-Inquiry: A Collaborative Faculty-Student Presentation
Know Your Self is a curriculum that helps students build culturally-inclusive community and psychological resilience using contemplative self-inquiry, mindfulness, interactive dialogue, and psychospiritual development. This session includes experiential work illustrating the curriculum and an overview of results from an effectiveness study (quasi-experimental, mixed methods design). Presenters include the PI and former students who will share their perspectives on building inclusive, humane community in higher education using this curriculum. Drawing on material from Dr. Kass’ book on this subject (Palgrave MacMillan, 2017), the session describes learning in five dimensions of self that are often dysregulated by Humanity’s Chain of Pain: bio-behavioral, cognitive-sociocultural, social-emotional, existential-spiritual, and integrative worldview formation.
Jared D. Kass, Ashley Williams, Kassmin Williams
Contemplative Reading Beyond Technique: Dispositions, intolerance, empathetic engagement
We read a text in much the same way we read a situation or another person. Critical reading helps us practice distance and objectivity while reinforcing the notion of radical discontinuity between historical eras and among human experiences. Contemplative reading asks us to think with the ideas of the text/culture, not simply about them; it cultivates the “inward act” of empathetic participation, foregrounding continuity and its ethical imperatives. Particularly, contemplative readings of vilified or ignored subjects paired with students’ direct experiences of their resistance can address intolerance and encourage empathetic engagement. This panel begins with a proposal to take “dispositions” (rather than “practices” or “techniques”) as starting points for contemplative pedagogy, thereby engaging the radical, transformative potential of contemplative traditions. Then, we work together to enhance the field’s definitions, theories, and practices of contemplative reading in secular educational contexts.
A pedagogy of political spiritualities: caring/growing/repairing
The promise of contemplative practice in higher education speaks to a yearning for new ways to imagine learning, teaching, and communality. As we confront the multiple crises of global warming, inequality, intensifying racial divisions and political ruptures that characterize our world, we need forms of education commensurate with our current challenges and institutions which support this work. This panel presents a blueprint for a worker-owned college, and asks for active participation in envisioning how we might provide students, faculty and staff, with the skills and imaginative capacities needed to build regenerative, ecological, and humane communities. This new college emphasizes collective contemplative approaches, where meditative practices are seen as intertwined with acting in the world. We look towards emerging forms of political spiritualities, providing participants with the capacities to bring about the personal and societal shifts needed in this time of turbulence.
Joshua Moses, Nathan Woods, Tal Beery
Sound Healing in Contemplative Practice
Sound can be used in all forms for healing: all musical instruments, quartz crystal bowls, and our voice, just to name a few. Music is widely used for inspiration and comfort—we can quickly shift gears emotionally when we listen to a piece of music we like or dislike, and sometimes are brought to an entirely new way of knowing with sound or music that is especially deep for us. The use of sound and the silence that follows can be a practical way to facilitate more effective contemplative inquiry alone or with others. Sound Healing in a group can facilitate deep relaxation and resolve unspoken tensions, creating a doorway into peaceful and more effective discussions. This session will provide an overview of the science of sound healing and introduce practices which rapidly and easily foster deeper states of meditative relaxation, support deeper listening, and facilitate group coherence for greater team building.
Human Rights, Mindfulness, and Contemplative Socioemotional Education
“Educating the mind without educating the heart is no education at all.” – Aristotle
What are human rights? When posing this question to groups of students or professionals both struggle to define them. Understanding human rights is central to beginning a discussion on developing a more just, peaceful, sustainable, and compassionate world. Courses such as “The Sociology of Human Rights” employ a constructivist approach within a learning community model fostering the physical, intellectual, and emotional safety for students to explore their world view, communicate it to others, and reflect on the content and experience of their interactions. Incorporating mindfulness exercises each class, the Civility Guidelines, and tenets of socioemotional education, including empathy and compassion, students are offered the opportunity to develop their own understanding of human rights, express themselves through thoughtful and respectful dialogue, and explore avenues to support human rights through appropriate assertion.
John van Bladel
|4:45 – 5:30 pm
|5:30 – 6:00 pm
||Reception (included with registration) with cash bar
|6:00 – 8:00 pm
||10 Year Anniversary Celebration Dinner (included with registration)
with musical performance by Ed Sarath & friends