Learning Activities and Assessment Based on the Contemplative Education Philosophy

Abstract

This descriptive article aimed to present activities and learning assessments for bachelor of nursing science students that are based on contemplative education, a philosophy of higher education that integrates introspection and experiential learning into academic study in order to support academic and social engagement, develop self-understanding as well as analytical and critical capacities, and cultivate skills for engaging constructively with others. Informed by the many forms of contemplative practice in philosophies and religions the world over, contemplative education invites students to embrace the immediacy of their interior lives as a means for applying their own first-person experiences to what they are learning in their classrooms. Contemplative practices invite close observation of phenomena (e.g., natural processes, cultural productions, mental and emotional states, biases, media). These practices provide opportunities to develop attention and focus, increase awareness and understanding, listen and speak across difference, support creative approaches to problem solving, and consider the impacts of our actions on the world at large. The proposed activities in this study are divided in 4 steps. Step 1 consists in physical (HAND) and meditation practices, such as prayer and relaxation, with a focus on mindfulness, in order to being aware of one’s emotions, thoughts and feelings. Step 2 includes experiences on development of the heart base (HEART), such as drawing and coloring activities to communicate ideas using lines and colors. Step 3 focuses on interview practice, with active listening to the speaker. It could be sharing and exchanging activities, listening to stories from friends, reading poems, etc. Step 4 is to express reflecting thoughts, so activities consist in self-assessment and reflection, for example journal writing and assessment by the instructor.