Reclaiming contemplation: silence, introspection and the RE classroom

This article introduces us to the benefits of contemplative practices integrated to the RE classroom. The author promotes contemplative practices in religious education, investigating how these can be integrated to the curriculum and the multiple modes of inquiry already present. After accounting fo...

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Bibliographic Details
Main Author: Du Val d'Éprémesnil, Diane (Author)
Format: Electronic Article
Language:English
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Published: Springer [2020]
In: Journal of Religious Education
Year: 2020, Volume: 68, Issue: 2, Pages: 161-171
RelBib Classification:CB Christian life; spirituality
RF Christian education; catechetics
Further subjects:B Silence
B Religious Education
B Contemplative practices
Online Access: Volltext (Resolving-System)

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520 |a This article introduces us to the benefits of contemplative practices integrated to the RE classroom. The author promotes contemplative practices in religious education, investigating how these can be integrated to the curriculum and the multiple modes of inquiry already present. After accounting for contemplation in the West, and especially in the Christian tradition, an analysis of contemplative practices is proposed to the reader’s attention, through various lenses: first-person inquiry, contemplation with children and of children, or in association with transmission and dialogical practices. Examples inspired by practices in higher education or stemming from the author’s own experience show how contemplation can become part of the regular work of the classroom. Just as reclaiming conversation (Turkle in Reclaiming conversation. The power of talk in a digital age, Penguin Press, New York, 2015) is an absolute necessity today in education, reclaiming contemplation is essential to religious education. 
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