Show Less
Restricted access

The Ecological Heart of Teaching

Radical Tales of Refuge and Renewal for Classrooms and Communities


Edited By Jackie Seidel and David W. Jardine

The Ecological Heart of Teaching is a collection of writings by teachers about their life in classrooms. Reflecting over three years of collective work, it illustrates how teachers, parents, and students can avoid some of the distractions and panic endemic to many schools, allowing them to focus thoughtfully on rigorous, beautiful work. It draws on ecological thinking, Buddhism, and hermeneutics to provide deeper, richer, and more abundant sources for teaching, thinking, and practice, and shows how these three lineages provide keys to decode the current malaise that surrounds schooling. The book will be valuable to beginning and experienced teachers and administrators, as well as to parents and anyone involved in stepping away from the exhausting industrial images and ideas that have turned schooling into an ecological and intellectual disaster. For those interested in interpretive research and life-writing, the book provides a wide array of examples; it is a valuable resource for undergraduate classes in curriculum and teaching, as well as graduate research methods courses interested in new forms of thinking and writing.
Show Summary Details
Restricted access

Chapter Twenty-One: Meditations on Contemplative Pedagogy as Sanctuary


| 66 →


Meditations ON Contemplative Pedagogy AS Sanctuary



Western educational institutions are characterized by the ways they operate (consciously or unconsciously) by the culturally inherited logic and rules of chronos—chronological time. Eco-feminist theologian Catherine Keller (1996) names this violent timeline an unwinding “death-line” (p. 137). It is the time of erasing the present in favor of a mythical future that never arrives (“progress”). It is the time of colonization, of the market, of extinction, of war, and of fragmentation. It separates humans from our own bodies, from one another, from other species, from the fragile and finite earth which sustains life. It enables and legitimates the continued perpetration of unspeakable ecological, economic, and cultural violence. In educational institutions chronological time is often individually experienced as the suffering of interminable rushing, competition, fear, and lonely individualism.


Meditating on the meaning of invoking the words contemplate or contemplative in relation to schools, curriculum, and pedagogy reveals a spacious opening in language that might offer us some healing time, space, and rest from this rushing, distracting, and violent timeline. ← 66 | 67 →


You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.