Journal Article — Meditation as Teaching and Learning Tool: Theory, Practice, and Testimony — by Wayne-Daniel Berard, Alexandria Hallam, Anne Geiwitz, and Matthew R. Kerzner

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This essay explores a pedagogical approach to teaching and learning based upon Eastern philosophy, particularly Zen, with specific attention to the writing process. Meditation, practiced in class, is central to this method.

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Description

Abstract

This essay explores a pedagogical approach to teaching and learning based upon Eastern philosophy, particularly Zen, with specific attention to the writing process. Meditation, practiced in class, is central to this method. Together, students and teacher move from a Western, dualistic educational model in which teacher, learner and subject are separate and foreign to each other, to the East’s emphasis upon the essential oneness of all things, including student, educator, and material. The essay details the theory underlying this approach, outlines specific classroom practices (particularly in the writing process), and offers testimony to the approach’s effectiveness from two current students and an alumnus, as presented by them at UMass Boston’s CIT Annual Conference in 2009.

Recommended Citation

Berard, Wayne-Daniel, Alexandria Hallam, Anne Geiwitz, and Matthew R. Kerzner. 2009. “Meditation as Teaching and Learning Tool: Theory, Practice, and Testimony.” Pp. 105-114 in Teaching Transformations 2009 (Human Architecture: Journal of the Sociology of Self-Knowledge: Volume VII, Issue 1, 2009.) Belmont, MA: Okcir Press (an imprint of Ahead Publishing House).

The various editions of this issue of Teaching Transformations 2009 can be ordered from the Okcir Store and are also available for ordering from all major online bookstores worldwide (such as Amazon, Barnes&Noble, and others).


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