Scholarly Engagement through Making
a response to arts-based and contemplative practices in research and teaching
DOI:
https://doi.org/10.26512/vis.v16i2.20651Keywords:
Arts integrated research. Parallaxic praxis. Catechization process. Arts-based Research. Contemplative practices. Mindfulness. Reparative research. Fibre arts research.Abstract
This paper describes the intent, rationale, and processes of using an arts integrated contemplative research framework to review, engage, and respond to the book Arts-based Contemplative Practices in Research and Teaching (Walsh, Bickel, & Leggo, 2014). Weimagine possibilities for reviewing, responding, analyzing data, and engaging with scholarship through arts integrated contemplative, reparative models that involve metaphor and making. We offer how this review was conducted through a reparative model of “making love” as contemplative mindful research. We advocate mindfulness as a thriving practice that allows individuals to increase attentional awareness, providing a means of mediating generative and creative meaning-making within the interaction space between the self and experience.
References
AOKI, Ted. In the midst of slippery theme-worlds: Living as designers of Japanese Canadian curriculum. In PINAR W.; IRWIN, R. (Eds.) Curriculum in a new key: The collected works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum. p. 263-277, 2005
APPELBAUM, D. The stop. Albany, NY: University Press & SUNY, 1995.
BARBEZAT, D. P.; BUSH, M. Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco, CA: Jossey-Bass, 2013.
BINDER, M. Review. Arts-based and contemplative practices in research and teaching: Honouring presence. International Journal of Education through Art. v 12, n.2, 2016.
BUSH, M. Mindfulness in higher education.Contemporary Buddhism. v. 12, n.01, p. 183-197, 2011.
DAVIDSON, R. J.; KASZNIAK, A. W. Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist. v.70, n.7, p.581-592, 2015.
DeMOSS, D. Empty and extended craving: An application of the extended mind thesis to the four noble truths. Contemporary Buddhism. v. 12, n. 2, p. 309-325, 2011.
ERGAS, O.; TODD, S. Philosophy East/West: Exploring intersections between educational and contemplative practices. Hoboken, NJ: Wiley-Blackwell, 2016.
ERICSON, T.; KJØNSTAD, B. G.; BARSTAD, A. Mindfulness and sustainability. Ecological Economics. v.104, p. 73-79, 2014.
FRYE, N. The educated imagination. Toronto, ON: Anansi, 1968.
FELS, L. Coming into presence: The unfolding of a moment. Journal of Educational Controversy. v. 5, n.10, 2010. Retrieved from: http://cedar.wwu.edu/jec/vol5/iss1/8
FERRETTI, A. A beginner’s guide to the Chakras. Yoga Journal, June 30, 2014. Retrieved from: http://www.yogajournal.com/article/chakras-yoga-for-beginners/beginnersguide-chakras/
FOUCAULT, M. The archeology of knowledge and the discourse on language. (A. M. S. Smith, Trans. New York, NY: Pantheon Books, 1969.
FROST, R. Education by poetry. In LATHEM E.; THOMPSON, L. (Eds.). Robert Frost: poetry and prose New York, NY: Holt, Rinehart &Winston, p.329-340, 1972.
GADAMER, H. G. Truth and method (D. Marshall & J. Weinsheimer, Trans., 2nd revised ed.). New York, NY: Continuum, 1989.
GUINEY YALLOP, J. A book review of arts-based and contemplative practices in research and teaching: Honoring presence. Art/Research International. v. 1, n. 1, p. 283-291, 2016.
HYLAND, T. The commodification of spirituality: Education, mindfulness and the marketisation of the present moment. Prospero. v.21, n. 2, p; 11-17, 2015.
JACOBS, J. Jack and the beanstalk.English fairy tales. London, UK: David Nutt, p. 59”“67, 1890.
KABAT-ZINN, J. Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice. v. 10, n.2, p. 144-156, 2003.
_____. Some reflections on the origins of MBSR, skillful means, and the trouble with maps. Contemporary Buddhism. v. 12, n. 1, p. 281-306, 2011.
KHONG, B. S. L. Expanding the understanding of mindfulness: Seeing the tree and the forest. The Humanistic Psychologist. v. 37, n.2, p. 117-136, 2009.
MACINTYRE, Latta, M. Book review. Arts-based and contemplative practices in research and teaching: Honoring presence. Canadian Journal of Education. v. 38, n. 3, p. 1-3, 2015.
MAARHUIS, P.; SAMESHIMA, P.; CHALYKOFF, J. P. Research-antiphona: One transcript, four responses, and five catechizations. Paper presentation. Arts, Researchers & Teachers Society, Canadian Society for the Study of Education, St. Catharines, ON. May 25, 2014.
MCKAY, D. Vis à vis: Field notes on poetry and wilderness. Kentville, NS: Gaspereau Press, 2001.
MARX, R. Accessibility versus integrity in secular mindfulness: A Buddhist commentary. Mindfulness. v. 6, n.5, p. 1153-1160, 2015.
MERRIAM-WEBSTER. Catechize, 2017. Retrieved from: https://www.merriamwebster.com/dictionary/catechize
NG-A-FOOK, N. Provoking the very “idea” of Canadian curriculum studies as a counterpointed composition. Journal of the Canadian Association for Curriculum Studies, v.12, n.1, p.10-68, 2014.
OMAN, D.; SHAPIRO, S. L.; THORESEN, C. E.; PLANTE, T. G.; FLINDERS, T. Meditation lowers stress and supports forgiveness among college students: A randomized controlled trial. Journal of American College Health. v. 56, n. 5, p. 569-578, 2008.
ORR, D. In a mindful moral voice: Mindful compassion, the ethic of care and education. Philosophical Inquiry in Education. v. 21, n. 2, p. 42-54, 2014.
PAULSON, S.; DAVIDSON, R.; JHA, A.; KABAT”-ZINN, J. Becoming conscious: The science of mindfulness. Annals of the New York Academy of Sciences, v. 1303, n. 1,p. 87-104, 2013.
PINAR, W. F. A response to “Provoking the very ‘Idea’ of Canadian curriculum studies as a counterpointed composition.” Journal of the Canadian Association for Curriculum Studies. v. 12, n.1, p. 76-81, 2014.
PUNTER, D. Metaphor. New York, NY: Routledge, 2007.
PURSER, R.; LOY, D. Beyond McMindfulness. Huffington Post. July 1, 2013. Retrieved from: http://www.huffingtonpost.com/ron-purser/beyond-mcmindfulness_b_3519289.html
SAMESHIMA P.; SLINGERLAND, D. Reparative pedagogy: Empathic aesthetic learning. Canadian Review of Art Education, v. 42, n.1, p. 1-21, 2015.
SAMESHIMA, P., VANDERMAUSE, R. Parallaxic praxis: An artful interdisciplinary collaborative research methodology. In KOŽUH, B.; KAHN R.; KOZLOWSKA A (Eds.) The practical science of society. Grand Forks, Nottingham, Krakow: The College of Education and Human Development & Slovenian Research Agency (AARS), pp. 141-152, 2008.
SAMESHIMA, P.; MAARHUIS, P. Ekphrasic catechization: Arts-integrated, collaborative, and multimodal research techniques. Presentation for the Canadian Society for the Study of Women in Education, Canadian Society for the Study of Education, Victoria, BC, June 5, 2013.
SAMESHIMA, P.; WIEBE, S.; HAYES, M. Imagination: The generation of possibility. In ANDREWS, B. (Ed.) Perspectives on arts education research in Canada. In press, submitted Jan. 31, 2017.
SEDGWICK, E. Paranoid reading and reparative reading; Or, you’re so paranoid, you probably think this introduction is about you. In SEDGWICK, E. (Ed.), Navel gazing: Queer readings in fiction. Durham and London: Duke University Press, p. 1-40, 1997.
SHAPIRO, S.; BROWN, K. W.; ASTIN, J. A. Toward the integration of meditation into higher education: A review of research. Northampton, MA: Contemplative Mind in Society, 2008. Retrieved from http://prsinstitute.org/downloads/related/spiritualsciences/meditation/TowardtheIntegrationofMeditationintoHigherEducation.pdf
SHURSTERMAN, R. Body consciousness: A philosophy of mindfulness and somaesthetics. New York, NY: Cambridge University Press, 2008.
STOCK, R. V.; SAMESHIMA, P.; SLINGERLAND, D. Constructing pre-service teacher identities through processes of parallax. Special Issue: Artful inquiry: Transforming understanding through creative engagement. LEARNing Landscapes. v.9, n.2, July, p.489-512, 2016.
THAYER-BACON, B. J. Buddhism as an example of a holistic, relational epistemology. Encounter: Education for Meaning and Social Justice. v.16, n.3, p. 27-38., 2003.
WIEBE, S. Rock ‘em sock ‘em poetry. In MCLARNON, M. et al. (Authors). The school bus symposium: A poetic journey of co-created conference space. Art Research International: A transdisciplinary Journal. v. 1, n. 1, p. 141-173, 2016.
WALSH, S.; BICKEL, B.; LEGGO, C. Arts-based contemplative practices in research and teaching: Honoring presence. New York, NY: Routledge, 2014.
WALSH, S.; BAI, H. Writing witness conscious. In WALSH, S.; BICKEL, B.; LEGGO, C. (Eds.) Arts-based contemplative practices in research and teaching: Honoring presence. New York, NY: Routledge, p. 24, 2014.
WIEBE, S.; SAMESHIMA, P. Sympathizing with social justice: Poetry of invitation and generation. Art/Research International: Transdisciplinary Journal. (in press, submitted April 13, 2017).
ZIEK, B. The felt frontier: I: Polly Stirling: Contemporary feltmaker. Surface Design Journal, v. 28, n. 4, p. 35-38, 2004.
ZWICKY, J. Wisdom and metaphor. Kentville, NS: Gaspereau Press, 2008.
