Abstract
In an age of overwhelming quantities of information, an increasing superficiality of understanding, and an increasing emphasis on “devices,” Christian educators can invite learners into transformational learning through focal contemplative practices that help learners sharpen their attention and deepen their experience. Participation in focal practices invites the emergence of contemplation and helps cultivate a readiness to receive the gift of contemplation. This essay explores briefly the relationship between focal practice and contemplation. It then considers three particular practices that can support and encourage contemplative knowing across a range of teaching/learning contexts: contemplative looking, contemplative reading, and contemplative play.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Christian Education Journal: Research on Educational Ministry
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
