Curriculum as Meditative Inquiry

By: A. Kumar

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Hardcover | 2 May 2013 | Edition Number 1

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Hardcover
224 Pages

Dimensions(cm)
22.2 x 13.6 x 1.7

Hardcover

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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-undermine 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.

Industry 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

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