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?

<p>Theoretical and practical aspects of contemplative writing (D)</p> Signup and view all the answers

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

<p>Across the Disciplines (D)</p> Signup and view all the answers

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

<p>Marlene Elliot Harrison (A)</p> Signup and view all the answers

What does Carol Dweck emphasize in her TED Talk?

<p>The power of believing in one’s ability to improve (D)</p> Signup and view all the answers

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

<p>Claude Hurlbert (C)</p> Signup and view all the answers

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

<p>College Composition and Communication (D)</p> Signup and view all the answers

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

<p>Origins and skills surrounding mindfulness-based stress reduction (A)</p> Signup and view all the answers

Which author wrote about the art of arguing peacefully?

<p>Barry M. Kroll (A)</p> Signup and view all the answers

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

<p>Supporting graduate research students in publication (D)</p> Signup and view all the answers

Which work advocates for teaching composition in alignment with sustainability?

<p>Composition and Sustainability: Teaching for a Threatened Generation (A)</p> Signup and view all the answers

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

<p>To help students tune-in to themselves and each other (A)</p> Signup and view all the answers

How do the freewriting prompts evolve throughout the semester?

<p>They transition from brainstorming to deeper reflection (A)</p> Signup and view all the answers

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

<p>Promotion of non-attachment from views and non-judgment (A)</p> Signup and view all the answers

What does the instruction for freewriting emphasize according to Macrorie?

<p>To write continuously without self-editing (B)</p> Signup and view all the answers

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

<p>It supports a present-centered approach to writing (A)</p> Signup and view all the answers

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

<p>Guidance towards non-judgment and observation (C)</p> Signup and view all the answers

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

<p>Meditation equips individuals to reintegrate with society (C)</p> Signup and view all the answers

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

<p>Encourages competition among students (A)</p> Signup and view all the answers

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

<p>Their training to 'do school' and 'do college'. (D)</p> Signup and view all the answers

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

<p>Intensive group discussions (B)</p> Signup and view all the answers

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

<p>They express the most fervent concerns about them. (C)</p> Signup and view all the answers

How should instructors foster a receptive environment for contemplative practices?

<p>By sharing their experiences and adapting practices to fit student needs. (B)</p> Signup and view all the answers

What is a common concern about contemplative research writing courses?

<p>They may lack focus and rigor. (B)</p> Signup and view all the answers

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

<p>To allow students to organically experience personal growth and the pedagogy. (A)</p> Signup and view all the answers

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

<p>Deep engagement and serious thinking. (D)</p> Signup and view all the answers

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

<p>Feedback should encourage a growth-oriented mindset. (D)</p> Signup and view all the answers

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

<p>Because personal outcomes are out of the instructors' control. (A)</p> Signup and view all the answers

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

<p>They require both intellectual and emotional engagement from students. (C)</p> Signup and view all the answers

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

<p>Flexible and growth-oriented. (C)</p> Signup and view all the answers

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

<p>The integration of freewriting and silence. (D)</p> Signup and view all the answers

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

<p>They prioritize academic structure over personal expression. (A)</p> Signup and view all the answers

What is considered a microaggressive criticism of contemplative writing classes?

<p>They encourage too much personal reflection. (C)</p> Signup and view all the answers

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

<p>As reflections of students' current writing states. (A)</p> Signup and view all the answers

What fundamental interest do advocates of contemplative pedagogy often share?

<p>Facilitating personal liberation and empathy. (D)</p> Signup and view all the answers

What is one primary goal of contemplative pedagogies in writing?

<p>To facilitate mindful examination of research and writing processes (C)</p> Signup and view all the answers

What aspect do contemplative pedagogies challenge in higher education?

<p>The necessity of having a judgmental approach (B), The importance of competition in academic settings (C), The concept of fixed perspectives in learning (D)</p> Signup and view all the answers

How can feedback be delivered in a contemplative pedagogy setting?

<p>In a compassionate and holistic manner (D)</p> Signup and view all the answers

What is a common misconception about contemplation in education?

<p>It encourages a fast-paced approach to learning (A)</p> Signup and view all the answers

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

<p>Freedom from being overly concerned with outcomes (D)</p> Signup and view all the answers

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

<p>Instructors may doubt their own teaching methods (D)</p> Signup and view all the answers

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

<p>Maintaining fixed attitudes towards peers (A)</p> Signup and view all the answers

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

<p>Deficit thinking about self and others (B)</p> Signup and view all the answers

Flashcards

Contemplative writing

A type of writing that uses reflection and introspection to explore personal experiences and ideas.

Contemplative writing pedagogy

A teaching method that incorporates mindfulness and reflective practices into writing instruction.

Contemplative research writing course

A course designed to teach students how to write reflectively and explore their own experiences and perspectives.

Special issue on contemplative writing across the disciplines

A collection of scholarly articles on contemplative writing, published in a special issue of the journal "Across the Disciplines."

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Challenges and adaptability of a contemplative research writing course

Challenges and opportunities that arise when designing and teaching a contemplative research writing course.

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Contemplative Silence and Freewriting

A period of quiet reflection and writing in a classroom to focus on self-awareness and presence.

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Generative Freewriting Prompts

Prompts designed to guide freewriting that encourage generation, brainstorming, and deeper introspection.

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Generative Freewriting

A freewriting technique where writers continuously write without self-editing or stopping for a set duration.

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Non-Attachment from Views

A key principle in contemplative freewriting that encourages observation and exploration of thoughts, processes, and experiences without judgment.

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Present-Centered Thinking

The practice of focusing on the present moment and simplifying thoughts without excessive criticism or negativity.

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Contemplative Research Writing

An approach to teaching writing that emphasizes personal connection and reflection to foster deep engagement and rigorous research.

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Simplified and Present-Centered Engagement

The practice of engaging with subjects in a way that promotes understanding without the pressure to control or influence them.

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Navel-gazing Criticism

The criticism that contemplative writing focuses too much on personal experience and not enough on objective analysis.

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Microaggressions

A type of subtle, indirect, and often unintentional discrimination that can be harmful to students.

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Present-Tense Prompts

The use of present tense in freewriting prompts to emphasize the immediate experience and reduce the need for prediction or alteration.

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Contemplative Research Writing

The practice of freewriting in a classroom setting to guide students toward self-reflection and exploration of course themes.

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Personal Liberation & Sympathetic Identification

The belief that encouraging personal expression in writing can contribute to both personal growth and understanding of others.

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Lack of Rigor Argument

The argument that contemplative writing, by focusing on personal experience, may lack the objectivity and rigor expected in academic writing.

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Growth-Oriented Feedback

A type of feedback that focuses on helping students understand their current strengths and areas where they can improve.

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Growth Mindset

A belief that intelligence and abilities are not fixed, but can be developed with effort and persistence.

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Contemplation

A term that describes the process of consciously and intentionally reflecting on one's own experiences and actions.

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Mindfulness in Writing

A method for teaching writing that encourages students to be present in the moment and focus on their thoughts and feelings.

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Mindful Meditation

A type of meditation that involves focusing on the present moment and accepting thoughts and feelings without judgment.

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Mindfulness

The ability to pay attention to the present moment without judgment.

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Peaceable Classroom

A writing pedagogy that emphasizes the importance of peace and non-violence in the classroom.

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Creating Spaces for Listening

A way of teaching writing that emphasizes the importance of connecting with the inner lives of students.

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Composition and Sustainability

A way of teaching writing that aims to promote social change and environmental sustainability.

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Arguing as an Art of Peace

A writing pedagogy that emphasizes the importance of finding a balance between the self and the other.

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Non-attachment in Contemplative Pedagogy

In contemplative pedagogy, 'non-attachment' means not getting fixated on outcomes and instead focusing on the process of learning itself. It emphasizes a more flexible and open approach to the educational journey, rather than rigidly holding onto the need for specific results.

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Non-judging Feedback

This concept encourages approaching feedback and critique in a way that focuses on growth and learning rather than judging ourselves harshly.

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Challenging Competitive Dynamics

Contemplative pedagogy challenges traditional classroom dynamics, particularly the traditional emphasis on competition and achieving success at the expense of others.

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Embracing Mindful Learning

Contemplative pedagogy encourages a shift from a constant sense of 'doing' to a more deliberate and mindful approach to learning, where reflection and contemplation are valued.

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Shifting from 'fixing' to 'understanding'

Contemplative pedagogy shifts the focus from finding fault or fixing perceived problems to understanding the process of learning with compassion and acceptance.

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Sitting with Difficulty

This involves being present and aware of the challenges and discomfort that arise during the learning process, using them as opportunities for growth.

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Contemplative Pedagogy as a Challenge to Power Structures

It's a form of learning that challenges traditional power structures and aims to create a more equitable learning environment.

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Challenging Deficit Thinking

It refers to the idea that traditional education often focuses on identifying deficits or weaknesses in students rather than recognizing their strengths.

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Challenges to Contemplative Research Writing

A contemplative research writing course challenges students who have been trained in traditional academic settings and may find its practices such as silence, contemplation, and freewriting unfamiliar and uncomfortable.

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Student Resistance to Contemplative Practices

Introducing contemplative practices like silence, contemplation, and freewriting in a research writing course can evoke resistance in students initially. This is because they are accustomed to traditional academic practices.

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Organic Growth in Contemplative Research Writing

The aim of a contemplative research writing course is to encourage students to engage with these practices on their own terms and pace. This allows them to organically experience the pedagogy and their personal growth journey.

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Individualized Growth in Contemplative Research Writing

Faculty who teach contemplative research writing should acknowledge the importance of allowing students to experience the course's practices individually. This includes recognizing that the personal outcomes of student research journeys are beyond the instructor's control.

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Impact of Contemplative Practices on Students

Contemplative practices like silence, contemplation, and freewriting often emerge as the most impactful and enjoyable elements for students in a contemplative research writing course.

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Adapting Contemplative Practices

When introducing contemplative practices in a research writing course, adapting them to meet the needs of the students is crucial. This could involve incorporating student-chosen music during contemplation exercises.

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Instructor Role in Contemplative Research Writing

Contemplative research writing instructors play a crucial role in fostering an environment that encourages students to explore and engage with contemplative practices. They do this by implicitly employing these practices themselves and being open about their own experiences and challenges.

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Influence of Mentors and Peers

Feedback from mentors and peers can be a significant source of support and challenge for students in a contemplative research writing course.

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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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Building a Contemplative Research Writing Course PDF

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.

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