There is a saying, “There is nothing new under the sun.” While that may be true, what is also true is that there is a newness in combining approaches that already exist into something dynamic and extraordinary. Our work with lectio divina evidences this dynamism. We take the monastic contemplative practice of lectio divina from the West and stitch it together with the Eastern emphasis on learning as a process of character development and transformation that originates in Eastern traditions. Both lectio divina and the Eastern practices that originated in India in the yogic schools emphasize the formation of the whole person (body, mind, heart and soul). Just as yoga is the union of body and mind, lectio divina is a part of contemplative practices and pedagogy that knits together mind, body, heart in the learning process and out of this combination, something new is born into the spaces of teaching and learning. This article chronicles the conscious effort to create community between two like-minded professors who were dharmically brought together. In community with each other, they began to realize the value of stitching together Eastern and Western approaches for deepened learning and self-discovery for teachers and students alike.
Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York, NY: Basic Books.
Dewey, J. (1938). Experience and Education. New York: Macmillan and Co.
Easwaran, E. (2007). The Upanishads. Berkeley, CA: Nilgiri Press.
Eknath Easwaran (2007). The Bhagavad Gita, Berkeley, CA: Nilgiri Press.
Freire, P. (1970). The "banking" concept of education. In A. S. Canestrari & B. A. Marlow (Eds.), Educational foundations: An anthology of critical readings (pp. 99-111). London: Sage (2004).
Hall, M. P. (2005). Bridging the heart and mind: community as a device for linking cognitive and affective learning. Journal of Cognitive Affective Learning, 1, 8-12.
Hart, T. (2007). Reciprocal revelation: Toward a pedagogy of interiority. Journal of Cognitive Affective Learning, 3(2), 1-10.
Keator, M. (2018). Lectio divina as contemplative pedagogy: Re-appropriating monastic practice for the humanities. New York, NY: Routledge. https://doi.org/10.4324/9781315098104
Lichtmann, M. (2005). The teacher's way: Teaching and the contemplative life. New York: Paulist Press.
Lewis, H. (2006). Excellence without a soul? How a great university forgot education. New York: Public Affairs.
Merton, T. (1997). Learning to love: Exploring solitude and freedom. Ed. with Introduction by C. M. Bochen. San Francisco: Harper San Francisco.
Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.
Schön, D. A. (1987). Jossey-Bass higher education series. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA, US: Jossey-Bass
Zajonc, A. (2013). Contemplative pedagogy: a quiet revolution in higher education. Wiley Periodicals, Inc. New Directions for Teaching and Learning, no. 134, 53, Summer 2013. https://doi.org/10.1002/tl.20057
This work is licensed under a Creative Commons Attribution 4.0 International License.