From Being Known in the Classroom to “Moments of Meeting”: What Intersubjectivity offers Contemplative Pedagogy
Despite recent advances in psychological theory and research, often empirical knowledge of intersubjectivity is not incorporated into teaching. In this paper we suggest that using the intersubjective space of the classroom can provide students with experiences of being known and “moments of meeting” which can result in transformative learning. Using a conceptual framework, we explore why being known is a relevant concept in education and contemplative pedagogy, and highlight student perspectives and an example from our own teaching. We suggest that contemplative pedagogical activities are inherently intersubjective, thereby providing opportunities for being known and educational moments of meeting.
Benjamin, J. (1995). Like subjects, love objects. New Haven, CT: Yale University Press.
Cozolino, L. (2013). The social neuroscience of education: Optimizing attachment and learning in the classroom. New York, NY: W.W. Norton & Company.
Cozolino, L.J. & Santos, E.N. (2014). Why we need therapy – and why it works: A neuroscientific perspective. Smith College Studies in Social Work, 84, 157-177.
Dallmayr, F.R. (1980). Heidegger on intersubjectivity. Human Studies 3, 221-246.
de Quincey, C. (2000). Intersubjectivity: Exploring consciousness from the second person perspective. Journal of Transpersonal Psychology, 32(2), 135-155.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st Century. New York: Basic Books.
Griffith, J.L. & Griffith, M.E. (2003). Encountering the sacred in psychotherapy: How to talk with people about their spiritual lives. New York, NY: The Guilford Press.
Hanh, T.N. (1997). True love: A practice for awakening the heart. Boston, MA: Shambala Publications, Inc.
Heidegger, M. (1962). Being and Time. (J. Macquarrie and E. Robinson, Trans.). New York: Harper and Row. (Original published in 1927).
Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York, NY: Hyperion.
Lyons-Ruth (1998). Implicit relational knowing: Its role in development and psychoanalytic treatment. Infant Mental Health Journal, 19(3), 282-289.
Mayes, C. (2009). The psychoanalytic view of teaching and learning. Journal of Curriculum Studies, 41(4), 539-567.
Menzies, D. & Davidson, B. (2002). Authenticity and belonging: The experience of being known in the group. Group Analysis, 35(1): 43-55.
O’Brien, M. (2014). Leaping Ahead of Heidegger: Subjectivity and Intersubjectivity in Being and Time. International Journal of Philosophical Studies 22, (4), 534-551.
Palmer P., & Zajonc, A. ( 2010). The heart of higher education: A call to renewal. San Francisco, CA: Jossey-Bass.
Panskepp, J. (2010). The basic affective circuits of mammalian brains: Implications for healthy human development and the cultural landscapes of ADHD. In C.M. Worthman, P.M. Plotsky, D.S. Schechter, & C.A. Cummings (Eds), Formative experiences: The interaction of caregiving, culture, and developmental psychobiology (pp. 470-503). New York: Cambridge University Press.
Porges, S.W. (2009a). The polyvagal theory: New insights into adaptive reactions of the autonomic nervous system. Cleveland Clinic Journal of Medicine (76) Suppl 2S86-S90, doi:10.3949/ccjm.76.s2.17
Porges SW. (2009b). Reciprocal influences between body and brain in the perception and expression of affect: A polyvagal perspective. In D Fosha, D Siegel, and M Solomon, eds. The healing power of emotion: Affective neuroscience, development, and clinical practice. New York: Norton, 27-54.
Ramberg, L. (2006). In dialogue with Daniel Stern: A review and discussion of The present moment in psychotherapy and everyday life. International Forum of Psychoanalysis, 15, 19-33.
Rasmussen, B. & Mishna, F. (2003). The relevance of contemporary psychodynamic theories to teaching social work. Smith College Studies in Social Work, 74(1), 2003.
Rodgers, C. R. & Raider-Roth, M. B. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice, 12(3): 265-287.
Rodriguez-Keyes, E.; Schneider, D.A.; Keenan, Elizabeth King (2013). Being known in undergraduate social work education: The role of instructors in fostering student engagement and motivation. Social Work Education, 32(6): 785-799.
Sander, L. (2002). Thinking differently: Principles of process in living systems and the specificity of being known. Psychoanalytic Dialogues, 12(1): 11-42.
Salztman, C. (2006). Introducing educators to a psychodynamically informed teaching practice. Psychodynamic Practice, 12(1): 67-86.
Siegel, D. (2010). The mindful therapist. New York, NY: W.W. Norton & Company.
Siegel, D. (2012). Pocket guide to interpersonal neurobiology: An integrative handbook of the mind. New York, NY: W. W. Norton & Company.
Sroufe, L.A., Egeland, B., Carlson, E., & Collins, A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. New York: Guilford Press.
Stechler, G. (2002). Louis W. Sander and the question of affective presence. Infant Mental Health Journal, 21(1-2), 75-84.
Stern, D.N. (1995). The motherhood constellation: A unified view of parent-infant psychotherapy. New York: Basic Books.
Stern, D.N., Bruschweiler-Stern, N., Harrison, A.M., Lyons-Ruth, K., Morgan, A.C., Nahum, J.P., Sander, L., & Tronick, E.Z. (1998). The process of therapeutic change involving implicit knowledge: Some implications of developmental observations for adult psychotherapy. Infant Mental Health Journal, 19(3), 300-308.
Teven, J. J. & McCroskey, J. C. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46, 1–9.
Thorne, S.E., Kuo, M., Armstrong, E-A, McPherson, Gl, Harris, S.R., Hislop, G. (2005). ‘Being known’: Patients’ perspectives of the dynamics of human connection in cancer care. Psycho-Oncology, 14: 887-898.
Wallace, T.L., Feifei Y., McHugh, R., Chhuon, V. (2012). The development of an adolescent perception of being known measure. The High School Journal, April/May: 19-36.
Zajonc, A. (2013). Contemplative pedagogy: A quiet revolution in higher education. New Directions for Teaching and Learning, 134: 83-94.
Zhang, Q. (2009). Perceived teacher credibility and student learning: Development of a multicultural model. Western Journal of Communication, 73(3), 326-347.
- There are currently no refbacks.
Reminder to ACMHE Members:
You can access JOCI through your ACMHE Member Portal instead of this website.