Abstract
This paper describes a teaching tool that uses meditation practices and postmodern practices to promote a sense of collaboration and mutual responsibility for learning in a final Master's in Social Work class at the University of New Hampshire. It outlines a process through which students and instructor aim to become equal partners in developing collective knowledges, and participate in the collaborative practices they are learning as they move from positions of inexpert learners to expert colleagues. It includes a discussion of students' evaluation of the meditative dialogue process and its impact on their professional development.
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