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Resilient Learners, Learning Resilience: Contemplative Practice in the Sustainability Classroom
Author(s) -
Goralnik Lissy,
Marcus Sonia
Publication year - 2020
Publication title -
new directions for teaching and learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.192
H-Index - 46
eISSN - 1536-0768
pISSN - 0271-0633
DOI - 10.1002/tl.20375
Subject(s) - contemplation , anecdote , meditation , sustainability , psychology , resilience (materials science) , psychological resilience , mindfulness , pedagogy , embodied cognition , reflection (computer programming) , sociology , social psychology , psychotherapist , ecology , epistemology , computer science , political science , geography , archaeology , law , biology , programming language , thermodynamics , philosophy , physics
Through literature review, anecdote, and empirical case study, this chapter explores the role of contemplative practice—yoga, meditation, reflection, breathwork—in the sustainability classroom as a way to increase both learner resilience and learner capacity to engage the challenging content of socio‐ecological resilience.