This webinar is about what I have learned in the classroom over the last fifteen years about contemplative practices and what they can bring to learning and growth—both that of my students and my own. Contemplative practices saved my career, expanded my view of what I could offer my students, and supported the well-being of our campus with the addition of the Oasis, the Virginia State University Mindfulness/Meditation Center I started. Some experiments went really well—most of my students loved the class on the Meaning of Life which I developed, while others derailed spectacularly, like when I almost had a fistfight in the Philosophy of Peace. As I prepare to retire, however, and I look back over my summers spent in ACMHE faculty retreats, faithful attendance at ACMHE conferences, my own research into mindfulness pedagogy and the fruit of my own practices, I see that I have tried a variety of contemplative techniques, tweaked my classes over and over, and learned a lot about learning, teaching, and being at peace. Before I exit, I would like to offer the benefit of my experiences to you.
This webinar, presented by Stephanie Briggs (Assistant Professor of English, Community College of Baltimore County), focuses on ways to develop and maintain a campus-wide contemplative community. We will investigate how to recruit faculty and staff members, the design of a program, goals and objectives of the community, individual/shared facilitation, and cost.
In this webinar, Stephen Murphy-Shigematsu discusses his work designing programs for mindfulness, compassion, and transformational leadership for self and society. He also discusses the design of community building and healing spaces through diverse sources of knowledge, storytelling, embodied practice, and creative expression.
What does cultural humility mean to you?
In this time when the U. S. population has increased its awareness of cultural differences and bias, college students and educators need tools to examine power, privilege and stereotyping in creative and engaging ways. Cultural humility incorporates lifelong commitment to self-evaluation, redressing power imbalances and developing mutually beneficial non-paternalistic partnerships. More than a concept, cultural humility is a process of personal & communal reflection to analyze the root causes of suffering and create a broader, more inclusive view of the world. To practice cultural humility is to maintain a willingness to suspend what we know, or what we think we know, about a person based on generalizations about their culture.
Theater of the Oppressed is a form of popular education that fosters democratic and cooperative forms of interaction among participants. Theater is emphasized not as a spectacle but as an embodied language designed to: 1) analyze and discuss problems of oppression and power; and 2) explore group solutions to these problems. We can develop mindfulness by observing ourselves in action; thus we can amend, adjust and alter our actions to have different impact and to change our world.
Vivian Chávez is an Associate Professor of Health Education at San Francisco State University.
Rooted in Guatemalan culture and spirituality, Vivian’s scholarship focuses on health, community engagement and movement-based expressive arts. Her teaching approach explores language, power and privilege to create inclusive relationships fueled by love, solidarity and awareness. After a decade of work in youth media and child abuse prevention Vivian completed her Masters and Doctorate degrees in Public Health at UC Berkeley with a specialty in Women, Gender & Sexuality. A storyteller by nature, she co-edited Prevention is Primary: Strategies in Community Wellbeing, co-authored Drop That Knowledge: Youth Radio Stories, translated Media Advocacy into Spanish and produced Cultural Humility: People, Principles & Practices. Vivian is a certified yoga teacher and Tamalpa practitioner.
There are unique resource challenges that shape the environment of contemplative advocates who work in community colleges. Since community colleges are often smaller campuses that are part of a larger state-funded system, it may not be appropriate to assess the “success” of contemplative initiatives at a community college by the same standards used private baccalaureate institutions. Community colleges face the global and political challenges of our time in an immediate way, raising a core question that we will explore in this webinar: How can faculty and administrators at community colleges face the swiftly changing environment with compassion?
In this webinar, Pearl Ratunil and Jon Brammer explore what an “initiative” can be at a two-year college where resources are scarce, the audience for contemplative pedagogy sparse, and the need for contemplative approaches great. Pearl Ratunil, Chair, Academy for Teaching Excellence, Harper College, will invite discussion on how to bring contemplative practice to administrative culture, while Jon Brammer, Humanities instructor at Three Rivers Community College will discuss how flexible contemplative practices can be applied to classroom instruction.
This webinar will help you:
1) Generate ideas for integrating contemplative approaches in your day-to-day academic and administrative work appropriate to your campus context.
2) Clarify practical choices you can make in designing contemplative curricula and other initiatives on your campus.
3) Frame ways of assessing contemplative initiatives that fit your particular educational context.