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Higher education is being severely criticized on a number of fronts. This article argues that a major problem with the university is that it is still rooted in dualism. Contemplation is generally practiced within a nondualistic framework that allows for genuine Self Integration. This article describes the efforts of the author to bring contemplative practice into a graduate school of education. Student experiences with various forms of meditation are described, illustrated by excerpts from students' journals.

The article informs that contemplation is a form of self-learning that helps students deal with the stresses of life and makes teaching a joy and delight. One important reason for requiring meditation is that it can be a form of self-learning. Students are introduced to six different types of meditation which include meditation on the breath, loving-kindness (sending thoughts of peace and wellness to self and others), mantra, movement (e.g., walking), visualization, and contemplation on poetry or sacred texts. The small sample findings and case studies indicate that contemplation and spiritual practices can be offered in a non-dogmatic way in public institutions and deepen the educational experience.

Meditation is a simple and practical activity that can enrich our lives and work in innumerable ways. It allows us to connect more deeply to ourselves and others and to the environment. In this book, John P. Miller, an expert in the field of holistic education, looks at mediation and how it can be integrated into one’s work and daily life.Twenty years after it was first published, Miller’s book remains one of the best guides to applying contemplative practice, covering a variety of theoretical, empirical, historical, and cross-cultural approaches. For this new edition, Miller has updated the text to reflect the growth of the mindfulness movement, new research into the brain, and his years of experience teaching and practising contemplation in teacher education.Whether one is interested in exploring how meditation can be used in the classroom or the workplace, or simply seeking to integrate it into one’s personal life, The Contemplative Practitioner is the perfect companion.

Education and the Soul is the first book to comprehensively address how the soul can be nourished in educational settings. The book explores the nature of the soul and offers teaching/learning approaches that can be used to nurture the development of students’ souls. It also examines how institutions such as schools have souls and what can be done to care for a school’s spiritual life.

"The first comprehensive overview of holistic education's history, conceptions, practices, and research, this Handbook provides an up-to-date picture of the field as it currently exists around the globe. Specifically, it examines the field's theoretical and historical foundations; offers examples of holistic education in practice with regard to schools, programs, and pedagogies; presents research methods used in holistic education; outlines new and emerging research in the field; and examines potential areas for future program development and research. This volume is a must-have resource for researchers and practitioners and an essential foundational text for courses in the field"--

This study focused on 21 educators who have been meditating for an average of 4 years. These educators, who were mostly teachers, had been introduced to meditation in a graduate course in education. They chose to continue meditation after the class was completed. The study examined the nature of their meditation practice, and the effects that the participants perceived in their personal and professional lives. Almost all the participants indicated that they felt meditation had made a significant difference in their lives. The most cited benefit was feeling calmer and more centered. Four of the teachers had also introduced meditation to their students. The study indicated that holistic approaches to learning can be successfully introduced in a traditional academic setting.

This book includes papers written by teachers and how they engage holistic education in their classrooms. The papers come from a course taught by Jack Miller at the Ontario Institute for Studies in Education at the University of Toronto entitled The Holistic Curriculum. This is a rich and diverse collection of papers showing how holistic education can be brought into public education despite the pressures of testing and other accountability measures. Although most of the teachers teach in public schools there are also examples from teachers working in private and post secondary settings. This book can inspire other teachers who are looking for ways to teach the whole person in a more connected manner.