I’ve been reading about the use of contemplative practices in higher education recently. Getting students to engage with wicked problems is bound to prompt strong emotions and disagreements. These are important parts of transformative learning but we need to support our students to work well with these emotional reactions. I think contemplative practices can really help with this.
I’m currently reading a book chapter by Barbezat and Bush (2013) about deep listening. They give lots of examples from higher education of students benefiting from this contemplative practice. It both helps students learn better and also prepares them well for many future roles.
The basic idea is that students practice deep listening by taking turns listening to one another for a few minutes. The idea is just to listen and try to resist the temptation to help, coach, judge or react to what the other person is saying. Once the speaker is finished, the listener can repeat back what they heard as closely as possible. Students report how much they value being truly heard in this way and how much they learn from the practice.
Barbezat, D. and Bush, M. (2013). Contemplative Practices in Higher Education : Powerful Methods to Transform Teaching and Learning, John
Wiley & Sons, Incorporated. Chapter 7.