“…
opening the contemplative mind in schools is not a religious issue but a
practical epistemic question. It is about how we know, not about what knowledge we are giving others.
Inviting the contemplative simply includes the natural human capacity for knowing through silence,
looking inward, pondering deeply, beholding, witnessing the contents of our
consciousness and so forth. These approaches cultivate an inner technology
of knowing and thereby a technology of learning and pedagogy without any
imposition of religious (or any other) doctrine whatsoever. If we knew that particular and
readily available activities would increase concentration, learning,
well-being, social and emotional growth, and catalyze transformative learning,
we would be cheating our students to exclude it. Contemplative knowing may
provide just those offerings.”
Hart T. From information to transformation. Education for the evolution of consciousness. Peter Lang Publishing, NY, 2009.
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