Pedagogies of presence : contemplative education across the disciplines in Aotearoa New Zealand : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand

Simple item page
dc.confidentialEmbargo : Noen_US
dc.contributor.advisorWalshaw, Margaret
dc.contributor.authorThomas, Heather
dc.date.accessioned2020-08-26T23:04:28Z
dc.date.accessioned2020-11-08T19:47:43Z
dc.date.available2020-08-26T23:04:28Z
dc.date.available2020-11-08T19:47:43Z
dc.date.issued2020
dc.descriptionListed in 2020 Dean's List of Exceptional Thesesen
dc.descriptionFigures are re-used with permission or in the public domain.en
dc.description.abstractThis study investigated contemplative pedagogy and practice within New Zealand universities, in the form of both mindfulness interventions targeting wellness and connection, and classroom pedagogy fostering attentional, critical, and creative thinking. Little previous research had been undertaken on the topic in this country. The integrated research design developed for the project - Critical Realist Mixed Methods Sequential Explanatory Design (CRMMSED) - included two phases, an extensive exploratory survey phase (n = 258), and an intensive, in-depth interview phase (n = 22). Critical Realist abductive and dialectical analyses took place alongside statistical and thematic analyses. The findings show that educators incorporate contemplative methods to address pressing issues ranging from student stress to climate change. Most contemplative teaching takes place within extant disciplinary framings. Key entry points into academia are through reflective practice in the contexts of professional education, critical social justice teaching, and creative projects. The study suggests that contemplative education arises in response to complex social factors involving several disconnects - with nature, people, the self, and the capacity for self-transcendence. This emergence is an outworking of historical forces and a response to research showing the potential of contemplative education for ameliorating difficult problems.en_US
dc.identifier.urihttp://hdl.handle.net/10179/15782
dc.identifier.wikidataQ112954034
dc.identifier.wikidata-urihttps://www.wikidata.org/wiki/Q112954034
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectCollege teachingen
dc.subjectNew Zealanden
dc.subjectPhilosophyen
dc.subjectReflective teachingen
dc.subjectReflective learningen
dc.subjectTransformative learningen
dc.subjectContemplationen
dc.subjectcontemplative educationen
dc.subjectmindful educationen
dc.subjectcritical realismen
dc.subjectmixed methodsen
dc.subjectDean's List of Exceptional Thesesen
dc.subject.anzsrc390102 Curriculum and pedagogy theory and developmenten
dc.subject.anzsrc390303 Higher educationen
dc.titlePedagogies of presence : contemplative education across the disciplines in Aotearoa New Zealand : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealanden_US
dc.typeThesisen_US
massey.contributor.authorThomas, Heatheren_US
thesis.degree.disciplineEducationen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Education (EdD)en_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
ThomasEdDThesis.pdf
Size:
5.43 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Theses and Dissertations