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.
Berard, Wayne-Daniel; Hallam, Alexandria; Geiwitz, Anne; and Kerzner, Matthew R.
"Meditation as Teaching and Learning Tool: Theory, Practice, and Testimony,"
Human Architecture: Journal of the Sociology of Self-Knowledge:
1, Article 12.
Available at: http://scholarworks.umb.edu/humanarchitecture/vol7/iss1/12