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Curriculum as meditative inquiry

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Curriculum as meditative inquiry/ Ashwani Kumar.
作者:	Kumar, Ashwani.
出版者:	New York :Palgrave Macmillan, : [2013],
面頁冊數:	1 online resource.
標題:	Education - Curricula -
電子資源:	http://www.palgraveconnect.com/doifinder/10.1057/9781137315816
ISBN:	9781137315816 (electronic bk.)

Curriculum as meditative inquiry
Kumar, Ashwani.

Curriculum as meditative inquiry[electronic resource] /Ashwani Kumar. - New York :Palgrave Macmillan,[2013] - 1 online resource. - Curriculum studies worldwide series. - Curriculum studies worldwide..

Foreword; Meenakshi Thapan -- Introduction -- 1. Krishnamurti, Macdonald, and Myself -- 2. On the Nature of Consciousness -- 3. On the Nature of Education -- 4. On the Nature of Meditative Inquiry -- 5. On the Nature of Curriculum as Meditative Inquiry -- Conclusion -- Afterword; Karen Meyer.

"Curriculum As Meditative Inquiry" provides a detailed analysis of the relationship among consciousness, meditative inquiry, and education by engaging with three key questions: In what ways do the characteristic features of human consciousness fear, conditioning, becoming, and fragmentation b7 sundermine self-awareness in educational experience? What is meditative inquiry, and how can it help in cultivating awareness, which, in turn, can help in the understanding and transformation of human consciousness? In what ways can we re-imagine curriculum as a space for meditative inquiry that may provide transformative educational experiences for teachers and their students? These questions and their answers hold profound implications for educators of all kinds.

ISBN: 9781137315816 (electronic bk.)

Source: 652192Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

566754
Education
--CurriculaIndex Terms--Genre/Form:

554714
Electronic books.

LC Class. No.: LB1570 / .K78 2013

Dewey Class. No.: 375/.001

Curriculum as meditative inquiry
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520 $a "Curriculum As Meditative Inquiry" provides a detailed analysis of the relationship among consciousness, meditative inquiry, and education by engaging with three key questions: In what ways do the characteristic features of human consciousness fear, conditioning, becoming, and fragmentation b7 sundermine self-awareness in educational experience? What is meditative inquiry, and how can it help in cultivating awareness, which, in turn, can help in the understanding and transformation of human consciousness? In what ways can we re-imagine curriculum as a space for meditative inquiry that may provide transformative educational experiences for teachers and their students? These questions and their answers hold profound implications for educators of all kinds.
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