Contemplative Pedagogies at The University of Melbourne

Overview

This project seeks to design, promote, and research the use of contemplative pedagogies at the University of Melbourne, and beyond. Supported by a University of Melbourne Learning and Teaching Initiative grant (2024-2026), we have developed a network of educators across five University faculties to advance the project. Members have engaged in processes of collaborative co-design and dialogic inquiry to explore how contemplative pedagogies can be interpreted and implemented in diverse disciplinary contexts, and developed a robust evaluation framework to measure and assess the impact on both educators and students. The associated research evaluation project will examine the impacts of implementation across 14 subject deliveries over 2025 and 2026.

What are contemplative pedagogies?

Contemplative pedagogies involve the integration of practices of mindful awareness and embodiment into teaching and learning. We use the term ‘contemplative pedagogies’ (plural), as there are a variety of ways that educators may make use of contemplative approaches in their teaching. These might include more explicit approaches, such as conducting a guided meditation in class to enhance focus or encourage emotional regulation, or promoting contemplative engagement with texts and images (lectio divina). However, it could also include more implicit approaches, such as an educator bringing mindful awareness and presence to teaching activity, or merely slowing down the pace of teaching, extending and deepening contemplative ‘wait time’ during dialogues with students.

What are the outcomes for students and staff?

The integration of these practices into teaching, when well-planned and suited to the local context, has the potential to deepen student engagement with curriculum, facilitate rich experiential learning, and support student belonging and wellbeing. They can also support communicative and social aspects of learning, such as deep listening, empathy, and conflict management. In addition to benefiting students, contemplative pedagogies can also bring a greater sense of meaningfulness and purpose to educators’ work.

Enquiries

To learn more about contemplative pedagogies, get involved in our educator network, or express interest in upcoming professional development and training opportunities relating to contemplative pedagogies, please contact the project lead, Dr Christopher T. McCaw.