Curriculum Design
Golden Fan, Patricia Morgan, 2015
Through the Contemplative Academy I offer contemplative curricula and the design of contemplative orientations for institutions.
Contemplative Curriculum
I can design curriculum based on your institutional culture and the needs of your students in a wide range of disciplines. This will include suggestions for assessment and delivery across the life of a course of study. To date I have lectured in Contemplative Education, the School of Education, University of Western Sydney (UWS) and for the Teaching and Curriculum Unit, University of Wollongong; Contemplative Law, the School of Law, UNSW; Mindful Leadership, UNSW; Contemplative Ethics, Australian Catholic University (ACU); Contemplative Methodology at the Centre for Agency, Values and Ethics (CAVE), Macquarie University; Contemplative Acting, the International Screen Academy, Sydney; Contemplative Art at both the Rhode Island School of Design and UNSW Art and Design; Contemplative Writing, the Heaven and Earth Writers Festival, and Somatic Knowing Revealed Through Contemplative Practice, the School of Gender and Cultural Studies, University of Sydney. These lectures provide the framework for curricula in these areas.
In addition I have developed curricula in Reflective Practice, Contemplative Practice, Theology and Environmental Art, and Contemplative Art. What follows is a brief overview of these curricula, which are currently available, support in the first semester’s use of this curricula is offered, including suggested contemplative practices for student and staff and advice on assessment:
In addition I have developed curricula in Reflective Practice, Contemplative Practice, Theology and Environmental Art, and Contemplative Art. What follows is a brief overview of these curricula, which are currently available, support in the first semester’s use of this curricula is offered, including suggested contemplative practices for student and staff and advice on assessment:
REFLECTIVE PRACTICE
“New Understandings of Reflection in Professional Practice: Theory and Applications”
This 13 week, 6 credit, General Education course is suitable for both graduates and undergraduates (with some adjustments)
Overview of the Course:
This course provides students with the reflective skills that are vital for study and increasingly being required by employers. It highlights the parallel development of discipline specific (hard skills) and interpersonal competencies (soft skills), their interconnection and the centrality of reflection for both. The course builds on current understandings of reflection through its consideration of the place of first, second and third person experience in professional reflective practice. It starts with an introduction to the ‘phenomenology of reflection’ and process philosophy; the two central theoretical platforms of the course. They are important in any examination of reflection in action as they provide the means to understand both: self-awareness the basis of reflection, and the ecologies or processes that frame any application of our reflections. This development of a theoretical understanding of reflection then grounds applied approaches as we examine a series of case-studies that illustrate the central premise of the course. This is the proposition that a familiarity with our subjective realities is essential in the development of sound reflective skills. On the completion of the course students will have a comprehensive understanding of the links between reflection, self-awareness and employability. This is framed by an awareness of the levels of experience that ground real world reflective experience; a familiarity with central philosophical themes in this area, and an appreciation of reflective professional practice.
This 13 week, 6 credit, General Education course is suitable for both graduates and undergraduates (with some adjustments)
Overview of the Course:
This course provides students with the reflective skills that are vital for study and increasingly being required by employers. It highlights the parallel development of discipline specific (hard skills) and interpersonal competencies (soft skills), their interconnection and the centrality of reflection for both. The course builds on current understandings of reflection through its consideration of the place of first, second and third person experience in professional reflective practice. It starts with an introduction to the ‘phenomenology of reflection’ and process philosophy; the two central theoretical platforms of the course. They are important in any examination of reflection in action as they provide the means to understand both: self-awareness the basis of reflection, and the ecologies or processes that frame any application of our reflections. This development of a theoretical understanding of reflection then grounds applied approaches as we examine a series of case-studies that illustrate the central premise of the course. This is the proposition that a familiarity with our subjective realities is essential in the development of sound reflective skills. On the completion of the course students will have a comprehensive understanding of the links between reflection, self-awareness and employability. This is framed by an awareness of the levels of experience that ground real world reflective experience; a familiarity with central philosophical themes in this area, and an appreciation of reflective professional practice.
CONTEMPLATIVE EDUCATION
“Contemplative Education: Pedagogical Applications of Contemplative Theory and Practice”
This 15 week course is suitable for graduates and undergraduates; it can also be run in the co-curricula or continuing education space (with some adjustments)
Overview of the Course:
This course examines the current re-emergence of contemplative education, and its implications for pedagogy in formal and non-formal settings including health care and community development spaces. Using an interdisciplinary approach it examines implications of contemplative education’s history, the politics of the contemplative and subjective, the understanding of contemplation as an embodied practice, the place of contemplation in religious and secular education. It explores both a range of contemplative practices presently used in education, and relations between spiritual, transformative, integral, and contemplative education to highlight ethical implications, and a framework for pedagogy that is congruent with the contemplative. The focus on theory and practice in this course provides opportunities for participants to enrich their personal and professional lives while examining the role of contemplative educators, and the development of contemplative pedagogy.
This 15 week course is suitable for graduates and undergraduates; it can also be run in the co-curricula or continuing education space (with some adjustments)
Overview of the Course:
This course examines the current re-emergence of contemplative education, and its implications for pedagogy in formal and non-formal settings including health care and community development spaces. Using an interdisciplinary approach it examines implications of contemplative education’s history, the politics of the contemplative and subjective, the understanding of contemplation as an embodied practice, the place of contemplation in religious and secular education. It explores both a range of contemplative practices presently used in education, and relations between spiritual, transformative, integral, and contemplative education to highlight ethical implications, and a framework for pedagogy that is congruent with the contemplative. The focus on theory and practice in this course provides opportunities for participants to enrich their personal and professional lives while examining the role of contemplative educators, and the development of contemplative pedagogy.
THEOLOGY AND ENVIRONMENTAL ART
“Transcendental Unity and Incarnational Spirituality in Contemplative Environmental Art and Ritual”
This 15 week, 6 credit course is suitable for graduates and undergraduates (with some adjustments, and change in course length)
Overview of the Course
This course explores the intersection of Yoga and Christian Mysticism through their shared goal of transcendental unity (unio mystica) or the direct experience of God. Using both theoretical and applied means it critically examines experience of this state in contemplative environmental art and ritual, which uses practices drawn from these mystical systems. The course is divided into two sections, the first surveys the historical roots of the emergence of a Christian Yoga, including the influence of the American transcendentalists and the dialogue between Christian and Yogic mystics. Then in an interdisciplinary exploration, focused through phenomenology, it critically examines transcendental unity, relating understandings of this ecological or interrelational state of consciousness to questions about the embodied nature of contemplative environmental art practices. The second section, resting on the understanding of the contemplative state as one that can reveal the ecologies of practitioner, place, and practice, engages interdisciplinary propositions to explore the way in which alternative spiritual practices are reinvigorating contemporary Christianity. In its engagement with eco-theology, eco-phenomenology, environmental philosophy, and neurophenomenology, this course outlines how contemplative creative experience has implications for personal spiritual practice, ministry, community development, and environmental activism.
This 15 week, 6 credit course is suitable for graduates and undergraduates (with some adjustments, and change in course length)
Overview of the Course
This course explores the intersection of Yoga and Christian Mysticism through their shared goal of transcendental unity (unio mystica) or the direct experience of God. Using both theoretical and applied means it critically examines experience of this state in contemplative environmental art and ritual, which uses practices drawn from these mystical systems. The course is divided into two sections, the first surveys the historical roots of the emergence of a Christian Yoga, including the influence of the American transcendentalists and the dialogue between Christian and Yogic mystics. Then in an interdisciplinary exploration, focused through phenomenology, it critically examines transcendental unity, relating understandings of this ecological or interrelational state of consciousness to questions about the embodied nature of contemplative environmental art practices. The second section, resting on the understanding of the contemplative state as one that can reveal the ecologies of practitioner, place, and practice, engages interdisciplinary propositions to explore the way in which alternative spiritual practices are reinvigorating contemporary Christianity. In its engagement with eco-theology, eco-phenomenology, environmental philosophy, and neurophenomenology, this course outlines how contemplative creative experience has implications for personal spiritual practice, ministry, community development, and environmental activism.
CONTEMPLATIVE ART
- “Contemplative Art: Creativity from the Inside Out"
Overview of the Course:
This course employs contemplative practice and theory to examine the concept of direct seeing, where thoughts about one’s art-making are released so that a deeper and possibly more authentic experience or ‘seeing’ is engaged. Participants will develop new understandings of creativity and critique their contemplative art practice through reflection on the work of contemporary and ancient contemplative artists. They will progress through central contemplative art practices, reflecting on their work in relation to concerns of early Tantric and Taoist Artists, Visionary and Spiritual Artists and members of the Dada inspired Process Art Movement. Working at this intersection of art-making, theory and contemplative practice participants’ subjective experience will become the experimental site focusing course outcomes.
CONTEMPLATIVE PHOTOGRAPHY, Dr Erika Scilipoti
“Seeing Through the Lens”
This 12 week course is suitable for undergraduates and graduates, and can be run in the co-curricula or continuing education space (with some adjustments)
Overview of the Course:
In this course students are guided through an exploration of mindfulness using photography. This includes an examination of the relationship between the contemplative state of mind - of clear and nonconceptual awareness and the creative experience through photography. This course is grounded in the understanding that the process of selecting what to record depends upon one’s state of awareness and the photographer’s connection with the present moment. In this way photography becomes a practice of mindfulness meditation. The topics covered in this course include: histories of mindfulness and photography, approaches to creativity and the empty mind, an introduction to reality and selection, space and time, illusion and ambiguity. Relevant aspects of visual perception and design principles frame these topics and are taught throughout the course
This 12 week course is suitable for undergraduates and graduates, and can be run in the co-curricula or continuing education space (with some adjustments)
Overview of the Course:
In this course students are guided through an exploration of mindfulness using photography. This includes an examination of the relationship between the contemplative state of mind - of clear and nonconceptual awareness and the creative experience through photography. This course is grounded in the understanding that the process of selecting what to record depends upon one’s state of awareness and the photographer’s connection with the present moment. In this way photography becomes a practice of mindfulness meditation. The topics covered in this course include: histories of mindfulness and photography, approaches to creativity and the empty mind, an introduction to reality and selection, space and time, illusion and ambiguity. Relevant aspects of visual perception and design principles frame these topics and are taught throughout the course
A CONTEMPLATIVE ORIENTATION:
I am available to design contemplative orientations for institutions. Institution-wide development of a contemplative orientation entails many facets; these include but are not limited to:
- Pre-application research in which readiness for this approach is gauged and suggestions gathered from staff and students, these suggestions are then integrated into the plan.
- Integration of aligned approaches such as positive psychology, prosociality, and emotional intelligence – linking with employers’ calls for greater ‘soft skills’ in graduates.
- Appropriate ongoing staff and student training in contemplative practice (CP), including regular retreats.
- A holistic approach that draws from both the Natural and Human Science, which addresses body, mind, emotions and spirit.
- Identifying relevant links between CP, pedagogy and philosophy, and institutional culture.
- Links made with international contemplative institutions and practitioners
- Research conducted to provide evidence for continuation of the initiative.
- Matching institutional aims and vision with those of Contemplative Education and Philosophy
- Correct pacing of the integration of contemplative studies and pedagogy in curriculum and the co-curricular space, across courses of study, in addition to the development of suitable assessment.
- Forming alliances with relevant community groups and industry
- Reflection on the ethics of care needed with contemplative pedagogy
FUTURE CURRICULA:
I am currently working with colleagues to develop contemplative curricula in Mathematics and Statistics, Marketing, Fine Arts, Law, Educational Philosophy and Yogic Studies; these courses should be available in the new year.
Please contact me if you would like to discuss the design of a contemplative orientation in your organization, or to commission curriculum. Visit the Contacts Page here.
