Contemplative Practices of Higher Education Faculty of Pakistan: Applications and Propositions

Abstract

This research aimed to explore the use of Contemplative Practices (CPs) as a growing teaching pedagogy to cope with the challenges faced by the Higher Education. More specifically, to explore what CPs do the higher education faculty members of Pakistan use in their teaching intentionally or unintentionally. This quantitative survey research presented the findings from a survey outlining six major categories of CPs followed by their sub-practices. Data were collected through Survey Monkey from 502 faculty members of the Master Trainers Faculty Professional Development Program (MT-FPDP). For the analysis of data descriptive statistics (percentage analysis) was used. The results of this study showed that faculty members of Higher Education Institutes (HEIs) did not incorporate stillness, creative, movement, and ritual practices in their teaching. Though, it was found that they use generative and relational practices in their class. They feel more confident and at ease to use practices of dialogues, discussions, perspective sharing, and storytelling. Based on the results of the study researchers recommend that to enable faculty members to use CPs in their class HEC, HEIs, and professional development organizations in Pakistan should plan conferences, training workshops, and seminars with the collaboration of HEIs.
 Keywords: Contemplative Pedagogy & Practices, Higher Education, Holistic Development, Inner Wellbeing