Introduction- Elizabeth Hope Dorman, Jane E. Dalton & Kathryn
Byrnes
Chapter 1: Encounters with the Soul in Teacher Preparation- William
Greene & Younghee Kim
Chapter 2: Cultivating Mindful Teachers: Using a Mindfulness-Based
Teaching Approach with Student Teachers- Vanessa M. Villate & Gayle
L. Butaud
Chapter 3: Cultivating Reflective Teaching Practice Through
Mindfulness- Evan E. Moss, Matthew J. Hirshberg, Lisa Flook, & M.
Elizabeth Graue
Chapter 4: Preparing Teachers for the Classroom: Mindful Awareness
Practice in Preservice Education Curriculum- Shelley Murphy
Chapter 5: Contemplative Teacher Education, Teacher Identity and
Relationship Building Strategies- Anne Maj Nielsen & Per F.
Laursen
Chapter 6: Narrative Pedagogy as a Mindful Contemplative Practice:
Discovering Preservice Teachers' Mindful Presence- Elsie L. Olan &
Roshmi Mishra
Chapter 7: Mindfulness, Student Resistance, and the Limits of
Fast-Track Teacher Prep- Jennifer Cannon
Chapter 8: Nurturing the Inner Core through the Five Dimensions of
Engaged Teaching- Elizabeth Hope Dorman
Chapter 9: “There was this moment when I realized…”: A Framework
for Examining Mindful Moments in Teaching- Kira Baker-Doyle
Elizabeth Hope Dorman, Ph.D., is Associate Professor of Teacher
Education at Fort Lewis College, a public liberal arts college in
Durango, Colorado, where she teaches graduate and undergraduate
students in secondary, K-12, and elementary education programs. Her
scholarship focuses on the integration and effects of mindfulness
and contemplative pedagogies on teacher development of
social-emotional competence, particularly in diverse contexts and
courses that address multicultural perspectives and equity
issues.
Kathryn Byrnes, Ph.D. is the Baldwin Program Director in the Center
for Learning and Teaching at Bowdoin College, and faculty at the
Teachings in Mindful Education (TiME) Institute in Maine. She
served as Board President of the Mindfulness in Education Network
(MiEN), and taught in-person and online courses on Mindful
Education at Lesley University and Bowdoin College. Her scholarship
and professional development work focuses on the integration of
contemplative pedagogy in educational contexts.
Jane E. Dalton, Ph.D is an Assistant Professor of Art Education at
the University of North Carolina in Charlotte, teaching art
education and studio art. A textile artist, Jane’s work has been
exhibited throughout the United States. She is the co-author of The
Compassionate Classroom: Lessons that Nurture Empathy and Wisdom.
Byrnes, Dalton, & Dorman have managed to achieve throughout their
3-volume, edited collection, ideas both practical and inspiring.
They offer the reader great scope and depth in describing
contemplative practices from a variety of settings and
perspectives. Teacher educators will understand more deeply what
contemplative education is, ways to incorporate its practices, and
why it is so valuable in supporting teacher education students and
practicing teachers. Throughout the chapters, they provide the
tools for self-transformation through experiences that move the
soul, awaken the heart, and strengthen pedagogical thinking.
*Sandra Finney, author of “Strong Spirits, Kind Hearts,” coauthor
of “The Way of the Teacher”*
A remarkable book that is full of important information for those
who want to dig deeper into the complexities of integrating
contemplative pedagogy into teacher development. Reflective
practices are explored as a way to develop the courage to shift
status quo pedagogies, see and lead with heart and mind, create
balance with the increasing demands of the university system, and
develop one’s ability to come to deeply know oneself.
Grounded in research and personal experiences, this book is a
treasure of the profound language of possibility joyfully emerging
as the authors share insights from their journeys as contemplative
teacher educators.
*Deborah Young, EdS, professor, education, Naropa University*
Dorman, Dalton, and Byrnes have curated a useful and important set
of examples of what it means to incorporate contemplative
approaches to learning and teaching. I am sure that this volume,
and the other two in the series, will be of great use to anyone
wanting to deepen their relationship with their students,
colleagues and themselves.
*Daniel Barbezat, coauthor of Contemplative Practices in Higher
Education: Powerful Methods to Transform Teaching and Learning*
Contemplative practices have been corporatized and co-opted in many
spaces in education to create docile bodies in the classroom. Yet
this book offers deep, engaged empirical possibilities of the soul,
spirit, mind, and body in learning environments by reminding us
that none of us are locked in any one field, space, or genre of
thought or writing. That we are always multidimensional,
interconnected, and our best when extending compassion, care, and
empathy is a remarkable reminder and a marker for educational
research. I recommend this book highly as required reading in
Teacher Education and beyond.
*Kakali Bhattacharya, author of Power, Race, and Higher Education:
A Cross Cultural Parallel Narrative and Foundations of Qualitative
Research: A Practical Guide*
Elizabeth Dorman, Kathryn Byrnes and Jane Dalton and are to be
commended for this vitally required three-volume series for the
field of contemplative teacher education. The series offers
abundant riches in theory, application, and research for teacher
education. The three-volume work fills a timely need to apply the
principles and processes of contemplative inquiry to preservice
teacher education. Today’s teacher education needs to include
contemplative orientations to address the challenges of preservice
teachers becoming more fully human and to offer specific
contemplative foundations and approaches for those who design and
teach in preservice programs. The essays in these volumes will be
valuable to both faculty and the preservice teachers
themselves.
*Heesoon Bai, Laurie Anderson, and Charles Scott, program
coordinators of Master of Education in Contemplative Inquiry and
Approaches to Education, Simon Fraser University, Canada*
This book offers a ray of hope to teacher educators who aspire to
educate the whole teacher who can teach the whole child. These
wonderfully short chapters introduce you to diverse strategies
designed to cultivate the inner capacities of teachers--self
awareness, self regulation, presence, relationship building,
self-care etc. The authors, using qualitative research strategies
you will want to learn, help us all understand that these skills
are essential to creating productive, wholesome and joyful
classrooms. These are scholar/practitioners you will want to meet
and learn with!
*Rona Wilensky, director of mindfulness programs, PassageWorks
Institute*
Contemplative Practices, Pedagogy, and Research in Education is a
profound and crucial wake-up call in the field of education. A
collection of brilliant insights—contemporary and historical—into
the need for mind-body-spirit balance and how to accomplish that in
today’s varied teaching environments. These educators value
“process over product,” a real coup in a world that needs more
authenticity. This is precisely the sort of revamping our
educational systems need!
*Chris Saade, author of “Second Wave Spirituality: Passion for
Peace, Passion for Justice”*
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