Transference and the Gateless Barrier: A Relational Approach to Contemplative Education

2019 ◽  
Vol 18 (1) ◽  
pp. 24-40
Author(s):  
Antti Saari
Keyword(s):  
Transformative Education ◽  
Relational Dynamics ◽  
Contemplative Education ◽  
Relational Approach ◽  
Zen Buddhist

While contemplative approaches have recently garnered much attention in different areas of transformative education, the interpersonal and relational aspects of contemplative training have received less scrutiny. This article examines the relational dynamics involved in contemplative education from a Lacanian viewpoint. The concept of transference is used to unpack the fantasies, desires, and errors involved in contemplation, a process aimed at deep existential realization. Transcripts of Zen Buddhist kōan training from Philip Kapleau’s classic book The Three Pillars of Zen are used as a case in point.

scholarly journals Transforming the relational dynamics of urban governance: How social innovation research can create a trajectory for learning and change

Urban Studies ◽  
2020 ◽  
Vol 57 (14) ◽  
pp. 2868-2884 ◽  
Author(s):  
Koen Bartels
Keyword(s):  
Urban Governance ◽  
Social Innovation ◽  
Daily Practice ◽  
Relational Theory ◽  
Transformative Change ◽  
Relational Dynamics ◽  
Relational Approach ◽  
Innovation Research ◽  
Transformative Potential ◽  
Learning And Change

This article examines how social innovation (SI) research can co-produce transformative change in cities. A key challenge is to diffuse and sustain SIs in ways that transform the relational webs that constitute local spaces and their governance. The relational approach to SI is conceptually promising in this respect, but its foundations and practices need to be further developed. Therefore, I develop a relational ‘theory–methods package’ of practice theory and action research. By co-producing immediately usable insights, experiences and artefacts in the daily practice of SI, this approach enables researchers to gradually create conditions for a transformative trajectory of learning and change in urban governance. I critically appraise four research practices in the context of SI in Dutch urban governance and reflect on the transformative potential of this relational theory–methods package.

Coming to Our Senses

2017 ◽  
Vol 16 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Sheri R. Klein
Keyword(s):  
Transformative Learning ◽  
Art Education ◽  
Aesthetic Experience ◽  
Learning Experiences ◽  
Holistic Education ◽  
Transformative Education ◽  
Contemplative Education ◽  
Theoretical Perspectives ◽  
Step Model

Drawing upon phenomenological and arts-based approaches, the author explores everyday encounters with landscapes that call attention to the potential of place as sites for evoking mindfulness and transformative learning experiences. Theoretical perspectives within and across art education, aesthetics, contemplative education, holistic education, and transformative education inform the inquiry into two selected everyday landscapes. Arguing that aesthetic experience can evoke transformative learning, the author proposes and models a three-step model and arts-based methods for exploring and interpreting place that support the development of awareness/consciousness, discernment, and integration. Insights garnered from the author’s experiences with everyday places are discussed in the context of transformative learning. Implications of the model for other contexts are explored.

Transformative Learning and Well-Being for Emerging Adults in Higher Education

2020 ◽  
Vol 19 (1) ◽  
pp. 29-49
Author(s):  
Glen L. Sherman
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Emerging Adults ◽  
Well Being ◽  
Mental Activity ◽  
Transformative Education ◽  
Contemplative Education ◽  
College And University ◽  
Holistic Conception ◽  
The Ideal

The concept of well-being has emerged over the past several years in a significant way in higher education across North America, posing the question of what well-being means in relation to transformative education. The meaning and implications of relating well-being and transformative learning for emerging adults, college and university students aged 18–25, are articulated. Critical thinking, typically cited as the ideal mental activity aimed for in higher education, is explored in relation to mindfulness as a complementary form of mental activity and in both their connections to contemplative education. This unites these sometimes disparate activities many educators see as essential functions for student success, suggests a more holistic conception of student well-being, and promotes transformative education through a process of self-clarification for students in the midst of emerging adulthood.

A Role-Based Relational Approach to Examining Injustice in Teams

2012 ◽  
Author(s):  
Jessica L. Siegel ◽  
Michael S. Christian ◽  
Adela S. Garza ◽  
Aleksander P. J. Ellis
Keyword(s):  
Relational Approach ◽  
Role Based

The Fate of a Materialistic Buddhist: A Cultural Editioin of "Jikininki" by Lafcadio Hearn

2017 ◽  
Vol 4 ◽  
pp. 77-92
Author(s):  
Natali Cavanagh ◽  
Sarah James ◽  
Shannon Walter
Keyword(s):  
Cultural Traditions ◽  
Cultural Forces ◽  
Zen Buddhist

Lafcadio Hearn has written and adapted many Japanese folktales that explore religious and cultural traditions of the civilization. "Jikininki" tells the tale of a Buddhist priest who encounters a cursed, corpse-eating ghost. The authors examine the depiction of this corpse-devouring moster, its relation to teh cultural forces in rural Japan, and the representation of a fear of losing both the global Zen Buddhist and rural traditions through selfish mistreament and material desires.

Modelling Transformative Education

FORUM ◽  
2019 ◽  
Vol 61 (1) ◽  
pp. 89 ◽  
Author(s):  
REBECCA WEBB ◽  
PERPETUA KIRBY
Keyword(s):  
Transformative Education
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