This introductory course in contemplative pedagogy allows (senior) teachers to design powerful and transformative learning environments by introducing slow-paced, introspective, and intersubjective learning activities into university teaching. During the three consecutive sessions, the participants will 1) learn through theory, (2) experience first-hand, and (3) apply the design principles of contemplative pedagogy to their teaching. The course is hands-on and tailored and allows every participant to work on their own teaching material.
Target audience | (Senior) teachers, who oversee designing learning activities. In the case of strong motivation, junior teachers are also welcome. | |
Prior knowledge | Completion of BKO (suggested) | |
Required time investment | 3 sessions of 3 hours. In between, apply the knowledge gained in your own (educational) practice | |
Trainer | Dr. L. (Lela) Mosemghvdlishvili (PPLE, FdR) | |
Group composition | Between 6 (minimum) and 8 (maximum) participants, with a maximum of 2 external participants from other higher education institutions (for a fee, see Cost) | |
Dates |
Registration for 24/25 will be available soon.
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Cost | For UvA teachers the course is funded from central funds. Signing up is not non-committal; if you sign up, we assume you will participate.
External participants pay a participation fee of €850,50 and can register by sending an email to tlc@uva.nl. |
Contemplative pedagogy is a novel approach that brings into education theory 40 years of evidence from the neurophenomenology of mind with the wisdom from contemplative traditions. It integrates from the wisdom traditions concrete methodologies to train mental faculties for deep experiential learning. Namely, it introduces an understanding of how students’ (and teachers’) mental state(s), attention, and presence influence, hinder, or support learning.
A contemplative way of learning complements rational-logical and sensory modes of learning. Students experience contemplative exercises as personally meaningful, enriching, and empowering. By giving more significance to learners’ inner worlds (embodied experience of learning material and classroom environment), students are genuinely put at the center of the learning process. Such an approach allows teachers to recover authentic presence in the classroom, leading to a more fulfilled experience in the teaching profession.
Contemplative practices contain mind-training and embodied exercises designed to shift the habitual ways of thinking and reacting, and cultivate a better capacity for concentration, deepened awareness, and insight. In this course, teachers will be exposed to practices that:
Dr. L. (Lela) Mosemghvdlishvili has fifteen years of experience in teaching and mentoring undergraduate students. Currently, they combine research into contemplative pedagogy as Education Research Fellow at the University of Amsterdam with course design and academic skills coordination at the interdisciplinary honors program PPLE. Alongside academic work, Lela is a student of wisdom traditions and regularly spends time in silent retreats for introspection and practice.