A Conversation on the Edited Collection Engaging with Meditative Inquiry in Teaching, Learning, and Research: Realizing Transformative Potentials in Diverse Contexts


  • Ashwani Kumar Mount Saint Vincent University
  • David Sable Saint Mary's University


teaching and learning, meditative inquiry, pedagogy


This conversation with Dr. Ashwani Kumar, Associate Professor of Education at Mount Saint Vincent University (Canada), explores his perspective and thinking behind his upcoming edited book titled Engaging with Meditative Inquiry in Teaching, Learning, and Research: Realizing Transformative Potentials in Diverse Contexts which will be published by Routledge in April 2022.

Author Biographies

Ashwani Kumar, Mount Saint Vincent University

Dr. Ashwani Kumar is an Associate Professor of Education at Mount Saint Vincent University. His teaching and research focus upon meditative inquiry, which is a self-reflective and aesthetic approach to teaching, learning, researching, creating, and living. He has conceptualized several key curricular and pedagogical concepts, namely, curriculum as meditative inquiry, teaching as meditative inquiry, and music as meditative inquiry. He has also developed a contemplative research methodology called dialogical meditative inquiry to conduct subjective and inter-subjective qualitative research. He is the author of two scholarly books: Curriculum As Meditative Inquiry (Palgrave Macmillan, 2013) and Curriculum in International Contexts: Understanding Colonial, Ideological, and Neoliberal Influences (Palgrave Macmillan, 2019). He has served as the President of Arts Researchers and Teachers Society, Canada.

David Sable, Saint Mary's University

David Sable, PhD, is an instructor in Buddhism at Saint Mary’s University (SMU) in Halifax, Nova Scotia where he has been teaching since 2000. In 2012, David completed the Interdisciplinary PhD program at Dalhousie University in Halifax bringing together the disciplines of education, psychology, and philosophy to study the impacts of applying mindfulness to pedagogical methods. His thesis titled, “The Impact of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses,” was nominated for Best Thesis in the Social Sciences (2012) and his work noted in the National Teaching and Learning Forum 2012 (21(4)). In February 2014, a peer-reviewed article summarizing his research appeared in the inaugural edition of the Journal of Contemplative Inquiry. In November 2014 David offered the webinar/workshop “Developing Indicators for What Matters Most in Your Teaching” through the Association for Contemplative Mind in Higher Education web site to over 350 faculty members from six countries. David has also published several peer-reviewed journal articles (2005, 2009, 2011) on transformative learning as well as a chapter in a textbook on Transformative Learning in Online Education (2010). In 2016, David was a plenary speaker at the first mid-Atlantic conference on Contemplative Practices for the 21st Century University. David has team taught six courses in contemplative education for K-12 teachers in the Graduate Education program at Mount Saint Vincent University (MSVU). In September 2016 David led the course Inquiry into Contemplative Education and co-led the first offsite, full-credit, residential Practicum/Retreat in Mindfulness/Contemplative Education for MSVU in 2014 and 2016. David draws on research-based mindfulness practices and applies them to listening, inquiry, and dialogue skills in the secular context of teaching and learning. The instructional design for all his courses includes the set of reflective practices used with students who participated in his doctoral research. David was initially trained and authorized as a senior meditation teacher by the renowned Tibetan Buddhist teacher, Chogyam Trungpa. David has led numerous professional development workshops and residential retreats for teachers at all levels. Currently, David is working on a book for educators and trainers on the diverse impacts of reflective practices on learning.






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