Authentic Ways of Knowing,Authentic Ways of Being

Abstract

All teaching and learning experiences exist within a complexity of contexts which impact those experiences in a myriad of observable and unobservable ways. This article discusses how an example of a specific contemplative pedagogy appears to have nurtured an emergent community of learning and praxis in the context of a Master of Education (MEd) classroom. Specifically this pedagogy encouraged the members of the classroom community to explore whom they are, how they exist in the world, and the effects of their beliefs, attitudes, and behaviors on the relationships and contexts within which they are situated. This exploration occurred within an emergent holistic frame of reference, which overtly acknowledged and appreciated the complexity inherent in human existence. Pedagogical practices including the experiential teaching of contemplation, deep and authentic presence and engagement (both within the community itself and with a range of traditional, modern, and pioneer texts¹), and dialogue were used on a regular basis. This article describes, both, the design of the course and the contemplative pedagogy used in the classroom. It also describes how this design and pedagogy not only appeared to affect a profound change for some within the classroom community, but also how this change subsequently influenced the epistemological and ontological understandings of these students.