Resumen

FAERM, Steven. Contemplative Pedagogy in the College Classroom: Theory, Research, and Practice for Holistic Student Development. Cuad. Cent. Estud. Diseñ. Comun., Ensayos [online]. 2020, n.78, pp.159-182. ISSN 1853-3523.  http://dx.doi.org/10.18682/cdc.vi78.3669.

Across the U.S., college campuses are witnessing escalating numbers of under-graduates experiencing emotional challenges. Students face an increasingly unstable and uncertain world due to rising political discord, terrorism, tensions between world powers, and more. Additional factors are further impacting college students’ emotional health. Research shows excessive engagement with digital technology -such as the high frequency of electronic messaging- negatively affects users’ sense of wellbeing. The extreme volumes of texts and tweets sent and received prevent people from feeling “unplugged” and present during any given situation; multitasking has become the normative behavior for professionals and students alike. Over time, these stresses weaken students’ cognitive, emotional, and physical health, and contribute to the record numbers of undergraduates seeking services for mental health issues.

In response, many U.S. colleges are adopting pedagogical techniques that target students’ mental health. Dubbed “Contemplative Pedagogy,” these simple yet highly effective methods aim to decrease stress levels, improve a sense of wellbeing, and increase “mindfulness” so that students feel more present in the classroom and beyond. By adopting these pedagogical methods, students’ emotional and cognitive development is strengthened. This paper aims to provide educators with an awareness of the rising emotional challenges experienced by college students today. This paper also provides educators with practical methods for incorporating contemplative pedagogy techniques into their classrooms for students’ academic and personal success.

Palabras clave : contemplative pedagogy; student development; pedagogy; teaching and learning; wellness; stress management..

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