Engaging with Meditative Inquiry in Teaching, Learning, and Research: Realizing Transformative Potentials in Diverse Contexts (Studies in Curriculum Theory Series)

This collection of multi/inter-disciplinary essays explores the transformative potential of Ashwani Kumar’s work on meditative inquiry – a holistic approach to teaching, learning, researching, creating, and living – in diverse educational contexts.

Aspiring to awaken awareness, intelligence, compassion, collaboration, and aesthetic sensibility among students and their teachers through self-reflection, critique, dialogue, and creative exploration, this volume:

• Showcases unique ways in which scholars from diverse disciplinary, cultural, and geographic contexts have engaged with meditative inquiry in their own fields.

• Provides a space where African, Asian, Buddhist, Indigenous, and Western scholars engage with the idea of meditative inquiry from their own cultural, philosophical, and spiritual traditions, perspectives, and practices.

• Explores a variety of themes in relation to meditative inquiry including arts-based research, poetic inquiry, Africentricity, Indigenous thinking, martial arts, positive psychology, trauma, dispute resolution, and critical discourse analysis.

• Offers insights into how the principles of meditative inquiry can be incorporated in classrooms and, thereby, contributes to the growing interest in mindfulness, meditation, and other holistic approaches in schools and academia.

The diverse and rich contributions contained in this volume offer valuable perspectives and practices for scholars, students, and educators interested in exploring and adopting the principles of meditative inquiry in their specific fields and contexts.

Ashwani Kumar is Associate Professor of Education at Mount Saint Vincent University, Canada.