Tuesday 10th February 11:15-12:15
UKPSF: A5, K1, K2, K6, V1, V2, V3
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life. There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA. Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
Contact: Iddo Oberski
Register: CapAdmin
Welcome to Queen Margaret University's Centre for Academic Practice (CAP) Blog, where you can find updates on activities in the Centre, inspiring learning and teaching quotes, and discussion topics around the enhancement of the student experience at QMU.
Showing posts with label contemplation. Show all posts
Showing posts with label contemplation. Show all posts
Thursday, February 5, 2015
Tuesday, January 27, 2015
Workshop - Deep Reflection: Introduction to Contemplative Practices in Higher Education
Tuesday 10th February 2015
11:15 - 12:15
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life. There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA. Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
Contact: Iddo Oberski
Register: CapAdmin
UKPSF: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
11:15 - 12:15
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life. There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA. Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
Contact: Iddo Oberski
Register: CapAdmin
UKPSF: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
Thursday, September 25, 2014
CAP Workshop - Deep Reflection: Introduction to Contemplative Practices in Higher Education
09 October 2014
11:15 - 12:15
UKPSF References: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life.
There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA.
Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
For more information, Contact Dr. Iddo Oberski
To register, contact CapAdmin
11:15 - 12:15
UKPSF References: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life.
There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA.
Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
For more information, Contact Dr. Iddo Oberski
To register, contact CapAdmin
CAP Workshop - Surprising Spaces: Arts Enriched Reflection
Tuesday 7th October, 2014
10:15-12:15
This workshop offers participants the opportunity to experience and evaluate arts-enriched reflection : active engagement with creative ways of prompting deep thinking about teaching practice and teacher identity. In this way we reassert the value of open-ended, exploratory development activities and directly address the relevance of the arts and humanities to professional education.
What is meant by arts-enriched reflection for university lecturers?
Active engagement with collage, poetry, photography and other creative ways of prompting deep thinking about teaching practice and teacher identity.
Why does it matter?
Increasingly, university lecturers are required to demonstrate that they are reflective practitioners (eg HEA, 2011) and often need help in initiating and sustaining meaningful reflection.
How does the practice of arts–enriched reflection contribute to current debates?
By reasserting the value of open-ended, exploratory development activities. It has been claimed that there is a lack of reflective spaces in our universities (Savin-Baden, 2008) and that development is at risk of being squeezed out by performativity – “narrow conceptions of usefulness that are articulated in terms of measurable performances.” (Rowland, 2007, p.10.) Active engagement in arts-enriched reflective activities can offer an alternative to this depressing instrumentalism. It also directly addresses the question of the relevance of the arts and humanities to professional development, in this case for university lecturers.
What evidence do we have that it makes any difference?
Arts-enriched reflection has been used to promote the professional development of physicians (Rabow, 2003), inter-professional groups of health workers (Williams, 2002) nurses (Seymour, 1995; Marshall, 2003) and school teachers (Black, 2002). Working with university lecturers, Loads (2009; 2010) found that professional development workshops involving artwork and reflection provide a restorative space that allows for discovery and surprise, where lecturers can find meaning in their teaching practice. Upitis et al. (2008) showed that these processes provide more than temporary reprieve from the pressures of work. Through art making and reflection lecturers were able to transcend their everyday tasks, take care of themselves, deepen and equalise their relationships with colleagues, manage difficult experiences and have a positive impact on their workplace.
For more information, contact Dr. Iddo Oberski
Registration: Contact CapAdmin (or through the staff online booking system - CAP Intranet site)
10:15-12:15
This workshop offers participants the opportunity to experience and evaluate arts-enriched reflection : active engagement with creative ways of prompting deep thinking about teaching practice and teacher identity. In this way we reassert the value of open-ended, exploratory development activities and directly address the relevance of the arts and humanities to professional education.
What is meant by arts-enriched reflection for university lecturers?
Active engagement with collage, poetry, photography and other creative ways of prompting deep thinking about teaching practice and teacher identity.
Why does it matter?
Increasingly, university lecturers are required to demonstrate that they are reflective practitioners (eg HEA, 2011) and often need help in initiating and sustaining meaningful reflection.
How does the practice of arts–enriched reflection contribute to current debates?
By reasserting the value of open-ended, exploratory development activities. It has been claimed that there is a lack of reflective spaces in our universities (Savin-Baden, 2008) and that development is at risk of being squeezed out by performativity – “narrow conceptions of usefulness that are articulated in terms of measurable performances.” (Rowland, 2007, p.10.) Active engagement in arts-enriched reflective activities can offer an alternative to this depressing instrumentalism. It also directly addresses the question of the relevance of the arts and humanities to professional development, in this case for university lecturers.
What evidence do we have that it makes any difference?
Arts-enriched reflection has been used to promote the professional development of physicians (Rabow, 2003), inter-professional groups of health workers (Williams, 2002) nurses (Seymour, 1995; Marshall, 2003) and school teachers (Black, 2002). Working with university lecturers, Loads (2009; 2010) found that professional development workshops involving artwork and reflection provide a restorative space that allows for discovery and surprise, where lecturers can find meaning in their teaching practice. Upitis et al. (2008) showed that these processes provide more than temporary reprieve from the pressures of work. Through art making and reflection lecturers were able to transcend their everyday tasks, take care of themselves, deepen and equalise their relationships with colleagues, manage difficult experiences and have a positive impact on their workplace.
For more information, contact Dr. Iddo Oberski
Registration: Contact CapAdmin (or through the staff online booking system - CAP Intranet site)
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