CONTEMPLATIVE STUDIES: STATUS AND PROSPECTS OF THE SCIENTIFIC FIELD
DOI:
https://doi.org/10.31392/cult.alm.2023.2.23Keywords:
philosophy, epistemology, contemplative studies, contemplative practices.Abstract
The article examines the main aspects of a new field – Contemplative Studies. This is a field that combines the interests of applied sciences and humanities, plays the role of a platform for cooperation, exchange of knowledge and experience between researchers from various disciplines: cognitive sciences, neurosciences, medicine, education, philosophy, psychology, cultural studies, religious studies etc. The history of the field is determined by several important stages: the dialogue of religious and spiritual traditions of the world (19th century), changes in immigration policy in the West in the 20th century, increased attention to Eastern spiritual practices and the transmission of these practices thanks to living carriers from Asia. Later, centers of researchers of meditation, yoga and other phenomena are formed in science, which are currently summarized under the common concept of contemplative practices. We can conditionally distinguish two major branches in scientific research: Contemplative Science (cognitive studies, neuroscience, medicine, etc.) and Contemplative Studies (mainly humanities). In the article, I also analyze the main concepts and ideas that are used methodologically by specialists in the field: contemplation, contemplative practices, experience (from the perspective of first, second and third person). New methodologies in education are aimed at building trust in subjective experience, creating a healthy educational environment for dialogue between practitioners and forming a broader, deepened valuable and meaningful picture of the world on the basis of these two previous steps. The main perspectives of Contemplative Studies are the creation of educational formats that include personal experience, the skills of creating a common field of meanings, and further, on the basis of embodied cognition, to better understand the nature of human consciousness. In the future, these discoveries should be applied in philosophy, in practice, art and other creative forms of human realization.
References
Barbezat, D.P., & Bush, M. (2013). Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning. 1st edition. Jossey–Bass.
Burggraf, S. (2007). Contemplative Modes of Inquiry in Liberal Arts Education.
Coburn, T., Grace, F., Klein, A., Komjathy, L., Roth, H., & Simmer-Brown, J. (2011). Contemplative Pedagogy: Frequently Asked Questions. Teaching Theology & Religion, 14, 167–174. Retrieved from: https://doi.org/10.1111/ j.1467–9647.2011.00695.x.
Farias, M., Brazier, D., & Lalljee, M. (2022). The Oxford Handbook of Meditation. Oxford University Press.
Brown, C.G. (2021). Meditation and Education. / In M. Farias, D. Brazier, & M. Lalljee (eds.). The Oxford Handbook of Meditation (969 р.). Oxford University Press. Retrieved from: https://doi.org/10.1093/oxfordhb/9780198808640.013.40.
Grossenbacher, P.G., & Rossi, A.J. (2014). A Contemplative Approach to Teaching Observation Skills. The Journal of Contemplative Inquiry, 1(1). Article 1. Retrieved from: https://journal.contemplativeinquiry.org/index.php/joci/article/ view/3.
Gunnlaugson, O. (2015). Contemplative Learning and Inquiry across Disciplines / E.W. Sarath, C. Scott, & H. Bai (eds.); Reprint edition. State University of New York Press.
Zajonc, A. (2014). Contemplative pedagogy in higher education toward a more reflective academy. Contemplative Learning and Inquiry Across Disciplines, 15–29.
Hart, T. (2004). Opening the Contemplative Mind in the Classroom. Journal of Transformative Education, 2(1), 28–46. Retrieved from: https://doi.org/10.1177/1541344603259311.
Komjathy, L. (ed.). (2016). Contemplative Literature: A Comparative Sourcebook on Meditation and Contemplative Prayer. Reprint edition. State University of New York Press.
Komjathy, L. (2017). Introducing Contemplative Studies. 1st edition. Wiley–Blackwell.
Matko, K., & Sedlmeier, P. (2019). What Is Meditation? Proposing an Empirically Derived Classification System. Frontiers in Psychology, 10, 2276. Retrieved from: https://doi.org/10.3389/fpsyg.2019.02276.
Roth, H. (2006). Contemplative Studies: Prospects for a New Field. Teachers College Record – TEACH COLL REC, 108, 1787–1815. Retrieved from: https://doi.org/10.1111/j.1467–9620.2006.00762.x.
Roth, H. D. (2008). Against Cognitive Imperialism. Religion East and West, 8. Retrieved from: https://www. academia.edu/5770211/Against_Cognitive_Imperialism_A_Call_for_a_Non_Ethnocentric_Approach_to_Cognitive_ Science_and_Religious_Studies_1.
Shapiro, S.L., Brown, K.W., & Astin, J. (2011). Toward the Integration of Meditation into Higher Education: A Review of Research Evidence. Teachers College Record, 113(3), 493–528. Retrieved from: https://doi. org/10.1177/016146811111300306.
Sherman, J. (2014). On the Emerging Field of Contemplative Studies and Its Relationship to the Study of Spirituality. Spiritus: A Journal of Christian Spirituality, 14, 208–229. Retrieved from: https://doi.org/10.1353/scs.2014.0031.
Simmer-Brown, J., Grace, F., & Komjathy, L. (2011). Meditation and the Classroom: Contemplative Pedagogy for Religious Studies. SUNY Press.
Sullivan, B. (n.d.). Liberal Arts Education and the Cultivation of Attention. Retrieved from: https://www.academia. edu/477480/Liberal_Arts_Education_and_the_Cultivation_of_Attention (December 16, 2022).
Wallace, B.A. (2000). The Taboo of Subjectivity: Towards a New Science of Consciousness. 1st edition. Oxford University Press.
Wit, H. (2017). On Contemplative Psychology. Philosophy Study, 7. Retrieved from: https://doi.org/10.17265/2 159–5313/2017.08.002.
Zajonc, A. (2006). Love and Knowledge: Recovering the Heart of Learning Through Contemplation. Teachers College Record, 108, 1742–1759. Retrieved from: https://doi.org/10.1111/j.1467–9620.2006.00758.x.