Contemplative Research Writing Course

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Questions and Answers

What is a primary concern highlighted about the current generation of students?

They have better academic performance than previous generations.

They are less interested in mindful practices.

They are experiencing increased stress and materialism. (correct)

They have decreased exposure to technology.

Which of the following works focuses specifically on mindfulness in education?

Mindfulness: Diverse perspectives on its meaning (correct)

Building a contemplative research writing course

Yoga minds, writing bodies: Contemplative writing pedagogy

Have smartphones destroyed a generation?

Who authored the work that discusses contemplative writing pedagogy?

Jean M. Twenge

Nadia Francine Zamin

Christy I. Wegner (correct)

J. Mark G. Williams

What is the main focus of Nadia Francine Zamin's work?

Theoretical and practical aspects of contemplative writing Signup and view all the answers

Which publication contains a special issue on contemplative writing across various disciplines?

Across the Disciplines Signup and view all the answers

Which author is known for discussing the concept of mindfulness in education?

Marlene Elliot Harrison Signup and view all the answers

What does Carol Dweck emphasize in her TED Talk?

The power of believing in one’s ability to improve Signup and view all the answers

Who explored the relationship between race, state, and composition education?

Claude Hurlbert Signup and view all the answers

In which publication did Gesa E. Kirsch discuss connecting spirituality and civic engagement?

College Composition and Communication Signup and view all the answers

Which concept is highlighted by Jon Kabat-Zinn regarding mindfulness?

Origins and skills surrounding mindfulness-based stress reduction Signup and view all the answers

Which author wrote about the art of arguing peacefully?

Barry M. Kroll Signup and view all the answers

What focus does the pilot program discussed by Cuthbert and Spark have?

Supporting graduate research students in publication Signup and view all the answers

Which work advocates for teaching composition in alignment with sustainability?

Composition and Sustainability: Teaching for a Threatened Generation Signup and view all the answers

What is the primary goal of practicing contemplative silence and freewriting in the classroom?

To help students tune-in to themselves and each other Signup and view all the answers

How do the freewriting prompts evolve throughout the semester?

They transition from brainstorming to deeper reflection Signup and view all the answers

According to the content, what is a key characteristic of the classroom context for freewriting prompts?

Promotion of non-attachment from views and non-judgment Signup and view all the answers

What does the instruction for freewriting emphasize according to Macrorie?

To write continuously without self-editing Signup and view all the answers

Which of the following best describes the use of present-tense in the freewriting prompts?

It supports a present-centered approach to writing Signup and view all the answers

What aspect of traditional freewriting wisdom differs in the prompts used in this course?

Guidance towards non-judgment and observation Signup and view all the answers

What does Nhat Hanh's theorizing suggest about meditation's role in society?

Meditation equips individuals to reintegrate with society Signup and view all the answers

Which of the following is NOT a benefit of using contemplative silence in the classroom?

Encourages competition among students Signup and view all the answers

What is a significant challenge faced by students in a contemplative research writing course?

Their training to 'do school' and 'do college'. Signup and view all the answers

Which of the following practices is NOT typically associated with contemplative research writing courses?

Intensive group discussions Signup and view all the answers

How do students generally react to practices like silence and freewriting at the beginning of the semester?

They express the most fervent concerns about them. Signup and view all the answers

How should instructors foster a receptive environment for contemplative practices?

By sharing their experiences and adapting practices to fit student needs. Signup and view all the answers

What is a common concern about contemplative research writing courses?

They may lack focus and rigor. Signup and view all the answers

What is the primary goal of introducing contemplative practices into the research writing course?

To allow students to organically experience personal growth and the pedagogy. Signup and view all the answers

According to Kirsch, what often emerges from writing about personal topics?

Deep engagement and serious thinking. Signup and view all the answers

What does Dweck’s research emphasize in the context of feedback?

Feedback should encourage a growth-oriented mindset. Signup and view all the answers

Why is it important for students to engage in non-writing related personal experiences during their research journey?

Because personal outcomes are out of the instructors' control. Signup and view all the answers

Which of the following best describes the nature of contemplative practices as described in the course?

They require both intellectual and emotional engagement from students. Signup and view all the answers

What type of language should instructors use to support student engagement?

Flexible and growth-oriented. Signup and view all the answers

What aspect of contemplative practices tends to be favorable in student evaluations at the end of the semester?

The integration of freewriting and silence. Signup and view all the answers

What does O’Reilley highlight as a potential fault in some pedagogical approaches?

They prioritize academic structure over personal expression. Signup and view all the answers

What is considered a microaggressive criticism of contemplative writing classes?

They encourage too much personal reflection. Signup and view all the answers

How should grades be perceived in a contemplative research writing course?

As reflections of students' current writing states. Signup and view all the answers

What fundamental interest do advocates of contemplative pedagogy often share?

Facilitating personal liberation and empathy. Signup and view all the answers

What is one primary goal of contemplative pedagogies in writing?

To facilitate mindful examination of research and writing processes Signup and view all the answers

What aspect do contemplative pedagogies challenge in higher education?

The necessity of having a judgmental approach Signup and view all the answers

How can feedback be delivered in a contemplative pedagogy setting?

In a compassionate and holistic manner Signup and view all the answers

What is a common misconception about contemplation in education?

It encourages a fast-paced approach to learning Signup and view all the answers

Which of the following best describes ‘non-attachment’ in contemplative pedagogies?

Freedom from being overly concerned with outcomes Signup and view all the answers

What potential source of challenge is described regarding instructors practicing contemplative pedagogy?

Instructors may doubt their own teaching methods Signup and view all the answers

Which of the following practices is NOT encouraged in contemplative pedagogies?

Maintaining fixed attitudes towards peers Signup and view all the answers

What do contemplative pedagogies seek to counteract in student feedback processes?

Deficit thinking about self and others Signup and view all the answers

Study Notes

Building a Contemplative Research Writing Course

This article explores theoretical considerations, practical components, challenges, and adaptability in teaching a contemplative research writing course.
The growing need for contemplative writing as a mindfulness practice in de-selfed academic culture is examined.
The challenges of implementing this approach, including assumptions about students, knowledge creation, and mindfulness in higher education, are addressed.
The practical components of the course include contemplative silence, freewriting, sustained inquiry writing projects, stable writing groups, revision cycles, and reflection.
The article describes how contemplative practices can foster writers' engagement with their disciplinary knowledge.
The course can be adapted for other sustained writing courses across disciplines.

Introduction

The connections between learners' spiritual and secular education within everyday living are discussed, citing Thich Nhat Hanh and Owens.
The importance of "local, necessary knowledge" for students' intellectual, spiritual, economic, and physical survival is highlighted.
The risks of not pursuing a contemplative approach in higher education (e.g., a lack of mindfulness) are emphasized.

Theoretical Considerations

The need for widespread contemplative pedagogies in higher education is a key theoretical consideration.
The holistic decentering of the classroom space and attendant assumptions about students and knowledge creation are important themes.
The increasing rates of student anxiety, depression, and fear in today's academic environment are noted.
Contemplative pedagogies offer a space for self-healing, awareness, and compassion within the context of higher education.
Mindfulness-based practices foster self-compassion and awareness.

Practical Components

Contemplative silence and freewriting are central components, promoting mindful engagement with writing.
Sustained inquiry writing projects and stable writing groups are also key components that are meant to build and mentor students.
Revision and reflection cycles are essential for writers to develop self-awareness, self-compassion, and mindfulness.
The practices of non-attachment, non-fixing, and non-judgment guide both instructors and students.

Challenges

Challenges for instructors include concerns about maintaining a professional ethos and challenging traditional classroom dynamics.
Students might resist new practices, expressing anxieties about silence, contemplation, and reflective freewriting, but also be receptive to the benefits.
Mentors or peers might question the approach as lacking rigor or focus; but deep engagement, serious thinking, and rigorous research may come about as a result of a contemplative course.
The course challenges current assumptions about higher education's approach toward a present-centered approach.

Adaptability

The contemplative research writing course is presented as a model that can adapt for use in any writing course.
The course can be adapted to meet specific disciplinary or subject matter needs.
The core practices—contemplative silence, freewriting, sustained inquiry projects, writing groups, and feedback—can be adapted and molded to suit any course.

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Description

This article delves into the theoretical and practical aspects of teaching a contemplative research writing course, highlighting its importance in fostering mindfulness within academia. It discusses the challenges faced in implementing this approach and presents practical components that encourage engagement with disciplinary knowledge. Adaptability of the course for various writing disciplines is also examined.