Curriculum As Meditative Inquiry

Curriculum As Meditative Inquiry provides a detailed analysis of the relationship among consciousness, meditative inquiry, and education by engaging with three key questions: In what ways do the characteristic features of human consciousness—fear, conditioning, becoming, and fragmentation—undermine self-awareness in educational experience? What is meditative inquiry, and how can it help in cultivating awareness, which, in turn, can help in the understanding and transformation of human consciousness? In what ways can we re-imagine curriculum as a space for meditative inquiry that may provide transformative educational experiences for teachers and their students? These questions and their answers hold profound implications for educators of all kinds.

Ashwani Kumar is an Assistant Professor of Education at Mount Saint Vincent University (Halifax, Canada) where he teaches and conducts research in the areas of curriculum studies, holistic education, and philosophy of education. He has published his research in Asia-Pacific Journal of Education, Journal of the American Association for the Advancement of Curriculum Studies, Journal of Critical Education Policy Studies, and Transnational Curriculum Inquiry, among others.

Foreword; Meenakshi Thapan
Introduction
1. Krishnamurti, Macdonald, and Myself
2. On the Nature of Consciousness
3. On the Nature of Education
4. On the Nature of Meditative Inquiry
5. On the Nature of Curriculum as Meditative Inquiry
Conclusion
Afterword; Karen Meyer

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Curriculum As Meditative Inquiry

Summary

Author Biography

Table of Contents

Supplemental Materials