<p><em>The Soul of Higher Education: Contemplative Pedagogy Research and Institutional Life for the Twenty-first Century </em>contributes to an understanding of the importance and implications of a contemplative grounding for higher education. It is the sixth in a series entitled <em>Advances in Workplace Spirituality: Theory Research and Application</em> which is intended to be an authoritative and comprehensive series in the field.</p><p>This volume consists of chapters written by noted scholars from both Eastern and Western traditions that shed light on the following questions:</p><p>&middot;&nbsp;What is an appropriate epistemological grounding for contemplative higher education?&nbsp; How dues the current dominant epistemology in higher education mitigate against contemplative teaching learning and research?&nbsp; What alternatives can be offered?</p><p>&middot;&nbsp;How can a contemplative culture be nurtured in the classroom?&nbsp; What difference does that culture make in teaching and learning? What is the role of individual and institutional leadership in creating and sustaining this culture?</p><p>&middot;&nbsp;What is contemplative research?&nbsp; How can the emerging field of contemplative studies fit into the twenty-first-century university?</p><p>&middot;&nbsp;What can faculty and students learn from contemplative practices about how to find peace of<br />&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; mind in a world of higher education characterized by increasing complexity financial pressures<br />&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; and conflicts?</p><p>&middot;&nbsp;What does a contemplative organizational structure look like in higher education? How can<br />&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; committees faculty meetings and administrative teams use contemplative practices to work more<br />&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; effectively together?</p><p>&middot;&nbsp;How can contemplative decision-making processes be used in higher education? Given<br />&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; hierarchies turf wars and academics&rsquo; propensity for using argument as a weapon is it possible to<br />&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; introduce contemplative practices into decision-making situations in appropriate ways?</p><p>&nbsp;</p>
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