Contemplative Pedagogy in Higher Education: For a Complete Approach to the Wholeness of the Human Being

Abstract

This article presents a theoretical reflection on the contemplative approach to higher education. Starting by considering ancient philosophical traditions, in what regards the education, and the transformation of the self we move on to a reflection on the positive impact of the burst of science, in modernity, and simultaneously the darkening side effects of disregarding other paths towards knowledge, much valued until then, such as the case of the contemplative practices. We draw attention towards the uncontrived necessity of opening a new paradigmatic horizon in the conceptualization of the "human", which is vigorously propelling the so‘called Contemplative Turn, now with the sound support of science itself. We develop the idea that higher education shall not discard the contemplative pedagogy, taking into account the essence of the concepts of education and universitas, which necessarily comprehend and address, not only the personal development in terms of instruction and technical expertise, but also the wholeness of the human being, in terms of balance, righteousness and self‘acknowledgement. We therefore propose that the contemplative approaches will enable to overcome the dominant stage of objectified consciousness, promoting a genuinely relational form of knowledge. Thereupon, we present a short account on the contemplative education movement, and we summarize the main results of its applicability to higher education programs.