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About this book
2013 Outstanding Academic Title by Choice Review
Kumar asks in this volume: Since characteristic features of human consciousness - fear, conditioning, and fragmentation - work against the educational experience, how can we re-imagine curriculum as a space for meditative inquiry and allow it to provide transformative educational experiences to teachers and their students?
Kumar asks in this volume: Since characteristic features of human consciousness - fear, conditioning, and fragmentation - work against the educational experience, how can we re-imagine curriculum as a space for meditative inquiry and allow it to provide transformative educational experiences to teachers and their students?
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Keywords
Table of contents (8 chapters)
Reviews
“This book should be on the mandatory reading list of every teachertraining programme, every education psychology degree course, and for all secondary-school sociology classes. … I would recommend this book to all who are serious about the learning process and are concerned with why most education institutions generally are failing to bring out integrated, sane, healthy student graduates capable of leading meaningful lives and caring for and loving others and the Earth.” (Mark Lee, Journal of the Krishnamurti Schools, Issue 20, January, 2016)
"A challenging book in at least three admirable ways . . . At the heart of the works of both Krishnamurti and Macdonald, Kumar sees a way of thinking that is different to the thinking that characterizes much of contemporary educational discourse." - Teachers College Record
"This book explores the roles of consciousness, education and meditative inquiry in creating a new type of learning environment where the individual's consciousness is privileged over the structure of institutions." - Education Review
"In this exceptionally well-written and courageous book, Kumar makes the case for moving beyond the dominant yet simplistic view of curriculum as information transmission . . . It is hard to imagine a more lucid treatment." - Choice
"In schools, as in most of contemporary North American society, 'slow' has become a four-letter word and space for deep thought almost non-existent. Curriculum as Meditative Inquiry challenges educators, administrators, and parents to re-imagine education as a process and system based on the cultivation of heightened awareness and deep inner thought. Our future might very well depend on attention to this book." - Ardra L. Cole, Associate Vice-President, Academic and Research, Mount Saint Vincent University, Canada
About the author
Ashwani Kumar is Assistant Professor in the Faculty of Education at Mount Saint Vincent University in Halifax, Canada.
Bibliographic Information
Book Title: Curriculum as Meditative Inquiry
Authors: Ashwani Kumar
Series Title: Curriculum Studies Worldwide
DOI: https://doi.org/10.1057/9781137315816
Publisher: Palgrave Macmillan New York
eBook Packages: Palgrave Education Collection, Education (R0)
Copyright Information: Ashwani Kumar 2013
Hardcover ISBN: 978-1-137-32054-4Published: 29 April 2013
Softcover ISBN: 978-1-349-45770-0Published: 09 December 2015
eBook ISBN: 978-1-137-31581-6Published: 01 May 2013
Series ISSN: 2731-6386
Series E-ISSN: 2731-6394
Edition Number: 1
Number of Pages: XIX, 202
Topics: Educational Psychology, Educational Philosophy, Curriculum Studies, Philosophy of Education, Assessment, Testing and Evaluation