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Consciousness and Education: A Neurophenomenological Take on Contemplative Pedagogy | ||
| مجله پژوهش های فلسفی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 14 مهر 1404 | ||
| نوع مقاله: مقاله علمی- پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jpiut.2025.68894.4172 | ||
| نویسندگان | ||
| زینب مهدوی1؛ بختیار شعبانی ورکی* 2؛ طاهره جاویدی کلاته جعفرآبادی3 | ||
| 1Department of Foundations of Education, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Iran. | ||
| 2گروه مبانی تعلیم و تربیت، دانشکده علوم تربیتی و روان شناسی، دانشگاه فردوسی مشهد | ||
| 3Department of Foundations of Education, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Iran | ||
| چکیده | ||
| Objective: To investigate how contemplative pedagogy—rooted in contemplative consciousness—can reframe educational paradigms by leveraging a neurophenomenological understanding of consciousness as an irreducible, embodied, and emergent phenomenon. Method: This study adopts a neurophenomenological methodology, integrating first-person experiential insights with third-person perspectives on neural, bodily, and environmental dynamics. The framework is applied to pedagogical strategies that foster contemplative modes of consciousness across four interrelated dimensions: internal awareness, embodied action, intersubjective empathy, and contextual systems. Result: Contemplative pedagogy manifests across four interconnected domains: 1. Internal dimension: Self-exploration and identification through “innernet” consciousness techniques. 2. External dimension: Enacted embodiment via processes of autopoiesis, emergence, and enaction. 3. Intersubjective dimension: Cultivation of empathy, compassion, and contemplative states such as emptiness and groundlessness. 4. Interobjective dimension: Engagement with social structures, extended systems, institutional contexts, and their influence on consciousness. These domains reveal how contemplative pedagogy intentionally cultivates consciousness in holistic and transformative ways. Conclusion: Framed through a neurophenomenological lens, contemplative pedagogy offers a rich, multidimensional educational paradigm that bridges consciousness theory and pedagogical practice. It underscores the potential for education to cultivate deeply embodied and relational forms of understanding, thus reframing learning as a transformative process rooted in contemplative consciousness. | ||
| کلیدواژه‌ها | ||
| contemplative consciousness؛ contemplative pedagogy؛ neurophenomenology؛ education؛ mindfulness | ||
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آمار تعداد مشاهده مقاله: 7 |
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