Cogenerating insights into the dialectics of contemplative practices in educational and lifeworld settings.

Abstract

Contemplative practices are used with increasing frequency across various fields of knowledge, and increasingly so within educational settings as a means of promoting wellness and wellbeing. In this paper, we draw on qualitative data derived from primary students’ experiences of meditative breathing and use them as a springboard to extrapolate meaning and cogenerate novel insights around contemplative practices. Theoretically framed within an authentic inquiry | contemplative inquiry dialectic, this approach seeks to situate the research team within the contemplative process, striving to make a difference for stakeholders. Intentionally acknowledging and drawing on our values, beliefs, and lifeworlds, this authentic inquiry | contemplative inquiry allows for the cogeneration of deep and meaningful insights. Insights coalesce around four emergent dialectics of contemplative practices: relaxed | stressed, attentive | distracted, still | energized and unbounded | constrained. Our co-constructed contemplative narrative argues that within the complex space of unbounded fields, contemplative practices have the potential to transform physical, mental, emotional, and social lifeworlds through a contagious individual and collective ripple effect.