Assistant Professor of Higher Education and Student Affairs, University of Vermont
Professor of Law, University of San Francisco
Core Assistant Professor, Graduate School of Counseling and Psychology, Naropa University
Distinguished Professor of Contemplative and Religious Studies, Naropa University
Dafina-Lazarus (D-L) Stewart
Professor of Higher Education and Student Affairs, Bowling Green State University
Professor of Practice for Public and Private Sector Partnerships, McGill University
Keynote Descriptions & Biographical Information
Rhonda V. Magee, (M.A., J.D. Sociology) is Professor of Law at the University of San Francisco, a teacher of Mindfulness-Based Stress Reduction, and a student Buddhism. She is a facilitator of mindful and compassionate communication. In April 2015, she was named a Fellow of the Mind and Life Institute.
Her teaching and writing is inspired by commitments to compassionate problem-solving and presence-based leadership in a diverse world, and to humanizing education. She sees mindfulness and compassion practices as keys to personal, interpersonal and collective transformation and is a nationally-recognized thought and practice leader in the emerging fields of contemplative legal education and teaching mindfulness and compassion in higher education.
Rhonda is the author of numerous articles on mindfulness in legal education, including Educating Lawyers to Meditate? 79 UMKC L. Rev. 535 (2011), and The Way of ColorInsight: Understanding Race and Law Effectively Using Mindfulness-Based ColorInsight Practices, 8 Georgetown J. of Mod. Crit. Race Perspectives 251 (2016). Rhonda is a nationally-recognized thought and practice leader in the emerging fields of contemplative legal education and teaching mindfulness and compassion in higher education.
For more information, see https://usfca.academia.edu/RhondaMagee.
Student Affairs Track Keynote
Toward A Transformed Vision of Contemplative Education: Student Development, Intersectionality and Social Justice
Teaching and Learning Track Keynote
The Future of Contemplative Education: Transforming Spiritual Bypassing Culture?
In twenty years of the work of the Center for Contemplative Mind in Society, the contemplative education movement has grown in scope, vision, and purpose, demonstrating the dramatic impact that first-person inquiry brings to the educational enterprise. What began as a few moments of mindfulness inserted into a conventional college curriculum has now grown into a redefinition of learning, and has shown how interiority can shift the focus of what it means to be fully educated.
In the process of deepening inquiry, CMind has grown to understand that contemplative pedagogy opens learning to a larger world of social concern, in which racism and other oppressive forces cause genuine harm that manifests as injustice in our universities. In recent years, the mission of the CMind has increasingly addressed social justice issues in higher education.
This keynote celebrates these accomplishments of CMind, while suggesting ways for continued growth, especially addressing the higher education structures and cultural norms that keep contemplative perspective and social justice work as separate, sometimes competing agendas. How might contemplative practice in our classrooms be “spiritually bypassing” the suffering of intersecting sociocultural locations/identities (e.g.: racism, sexism, heterosexism, and genderism, classism, ableism, etc.)? How does social justice work become divorced from contemplative perspectives that can support transformation?
In a new application of this analysis, presenters consider whether the contemplative education movement may be bypassing issues of social justice and racism in a form of institutional, structural spiritual bypassing. Examining institutional symptoms, presenters posit that contemplative education often ignores sociocultural location, and accompanying power dynamics and privilege in curriculum, policy, and practice, subverting the overall societal benefits of contemplative pedagogies. They explore the benefits of an integrated contemplative social justice perspective, and discuss how this integration might manifest structurally in our institutions.
Judith Simmer-Brown, Ph.D., Distinguished Professor of Contemplative and Religious Studies at Naropa University. She has practiced Tibetan Buddhism for 45 years and is an Acharya (senior dharma teacher) of the Shambhala Buddhist lineage of Sakyong Mipham, Rinpoche and Chogyam Trungpa, Rinpoche, Naropa’s founder. As a Naropa Institute founding faculty member in the late 1970s, she and her colleagues pioneered contemplative pedagogy and meditation in the college classroom, and they continue that work with Naropa’s Center for the Advancement of Contemplative Education (CACE) that she founded.
Dr. Simmer-Brown lectures and writes on Tibetan Buddhism, American Buddhism, women and Buddhism, interreligious dialogue, and contemplative education. Her book, Dakini’s Warm Breath: The Feminine Principle in Tibetan Buddhism (Shambhala), models contemplative scholarship of an esoteric religious tradition, skillfully integrating first-person inquiry with respected third-person research. She has been active in interreligious dialogue internationally for decades, and as a Board member of the Society for Buddhist-Christian Studies, she is a frequent contributor to their Journal.
With colleague Fran Grace, she edited a groundbreaking collection of articles called Meditation and the Classroom: Contemplative Pedagogy for Religious Studies (Religious Studies Series, State University of New York Press), demonstrating how contemplative teaching can be introduced to classrooms across the higher education perspective. Her own focus has been the ethics of contemplative teaching, contemplative academic writing and reading, and integration with social justice education. She co-chairs the steering committee of the American Academy of Religion’s Contemplative Studies group. She is married to Richard Brown, a Naropa University contemplative education professor; they have two children and three grandchildren.
Leadership Track Keynote
From Entitlement to Accountable Reciprocity: Transformative Leadership in the Global Context of Higher Education
Éliane Ubalijoro, PhD is the founder and executive director of C.L.E.A.R. International Development Inc., and a professor of practice for public and private sector partnerships at McGill University’s Institute for the Study of International Development, where her research interests focus on innovation and sustainable development. She is a member of Rwanda’s National Science and Technology Council. She has lead and been a co-investigator on grants funded by Bill and Melinda Gates Foundation Grand Challenges Explorations program.
Prior to going back to Academia, she was a scientific research and development director in a Montreal-based biotechnology company for five years. She is a member of the Presidential Advisory Council for Rwandan President Paul Kagame, a member of the board of the International Leadership Association, and a founding signatory of the Fuji declaration to ignite the divine spark for a thriving world.
Éliane has contributed to several recent books on transformational leadership, including The Transforming Leader: New Approaches to Leadership for the 21st Century (Berrett- Koehler Publishers, 2012), Becoming A Better Leader (Routledge eBook 2015) and Leadership for a Healthy World: Creative Social Change (Emerald, 2016). Eliane is currently involved in the establishment of a start-up in the area of neglected tropical diseases.