Table of Contents

Chapter 1. Introduction: The Problem with Education is 'Education'. Forget 'Education'. Study the Mind..- PART I. Fundamentals of Mind, Fundamentals of 'Education'.- Chapter 2. Attention, Space, Time and 'Education'.- Chapter 3. 'Education' and the Pruning of the Mind.- PART II. The Expulsion of Mind from 'Education': A Diagnosis of the Current 'Educational' Construct.- Chapter 4. 'Knowledge' and the 'Curriculum' in Time and Space.- Chapter 5. Pedagogy and Meta-Pedagogy.- PART III. The Inner Curriculum.- Chapter 6. The Ethics of the Inner Curriculum.- Chapter 7. The Curriculum of Embodied Perception.- Chapter 8. The Curriculum of Me.- Chapter 9. The Curriculum of I.- Chapter 10. Conclusion: The Reconstruction of 'Education' and the 'Contemplative Turn'.

Promotional Information

"A work of true originality ... . offers a stunning journey through the fields of contemplative practice, neuroscience, philosophy and educational theory to bring us closer to our own embodied singularity as a condition for education. ... passionate and bold, serious and playful, and unlike any other book I have read in the field. Ergas speaks to you directly and commands an engagement from the reader that is rare - and eminently worthwhile! Profoundly rewarding and consistently challenging, this volume fearlessly articulates a new horizon for educational thought and asks us to confront our own deeply human place within it. Spending time reading this book is to open oneself to a unique experience that is not only intellectual but also practical, sensible and full of wonderful insight. A really impressive accomplishment." (Sharon Todd, Head of Education Department, Maynooth University, Ireland) "The "contemplative education" revolution is one of the most exciting new directions the practice of education is beginning to endorse. Using philosophical, phenomenological and neuroscience perspectives Ergas provides one of the deepest and most challenging approaches that conceptualizes what undergird this direction. Ergas suggests no less than a reconstructed 'education' where the mind is viewed "as an end not only as a means " and where the deliberate engagement with "in here" is viewed as equally important to the education "out there". A must read for anyone who is fascinated by education, its challenges and its promises." (Ofra Mayseless, Professor of Educational Psychology, University of Haifa, Israel) "For so long, we have heard that education is a process of drawing out vs. pouring in. But what if, instead, education was viewed fundamentally as a process of familiarization with the mind-body systems that underlie all learning and knowing about the world "out there"? What if education prepared individuals to be intimately aware of the interiority of their minds and therefore, the nature of life as experienced and produced by the mind? This is the provocative idea at the heart of Dr. Oren Ergas' new book, and it challenges all interested in contemplation, education, ethics and the future of our planet to think anew about what curriculum and pedagogy *ought to be* in the pluralistic, fast-moving, globalized, and troubled world of the 21st century. I highly recommend it." (Robert W. Roeser, Bennett Pierce Professor of Care and Compassion, Penn State University, USA) "After reading this book you will see your mind and what we refer to as "education" from a new perspective." (John (Jack) P Miller, Professor of Curriculum, Teaching and Learning, University of Toronto, Canada)

About the Author

Oren Ergas lectures at the Hebrew University and at Beit-Berl Academic College, Israel. His research focuses on mind and body in education from theoretical and practical perspectives. He has published extensively in peer-reviewed journals including The Journal of Philosophy of Education, Critical Studies in Education, and has co-edited Philosophy East/West: Exploring intersections between philosophical and contemplative practices.

Reviews

“This book is ground-breaking. It is surely essential reading for all of those who would engage with mindfulness and contemplative approaches in education and is as relevant for schools as it is for higher education. … Ergas’ profound and synthetic vision has the potential to not only connect us across educational, psychological, philosophical and contemplative divides, but also to open doors and break down our walls and silos.” (Katherine Weare, Mindfulness, Vol. 11, 2020)
“This book is not just ‘another’ addition to the contemplative turn in education, which has been around since the turn of the millennium, but is an outstanding and unique contribution to this movement. ... the author does a really good job of analyzing the nuances of the mind … . This book is not just about something, but rather, it is something.” (Cuong Nguyen, Educational Philosophy and Theory, March, 2018)
“His examples are relevant and worthy of further thought because each can contribute to discipline disparities and underperformance. Implied in these examples is the message that addressing problems of educational inequities and countering practices that do not serve diverse students must involve the inner curriculum, which is at play in constructing the perceptions and actions of those involved. Ergas' text provides the reader with a great deal to think about and act upon.” (Shelley Thomas, Teachers College Record, April 04, 2018)
“What is most interesting in the book is that Ergas’s writing models what he expresses. Rather than asserting his arguments in solely third-person statements, he speaks to the reader in a fresh, first-person language that includes experiential exercises.  … His book has made an important contribution to the field of contemplative education, and will no doubt lay the foundation for a more comprehensive development of what contemplative inquiry can contribute to a fuller and more enriching human life.” (Judith Simmer-Brown, Buddhist Christian Studies, Vol. 38, 2018)
“This book is an important contribution to education and how mindful attention and inner curriculum are left behind or invisible. … This text would be desirable for reading groups that engage the community, parents, and teachers in dialogue (and mindfulness activities) and in communal work to help students develop into active members of a democratic society.” (Maureen P. Hall, Journal of Transformative Education, Vol. 16 (1), 2018)