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Journal of Transformative Education
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Interiority and Education

Exploring the Neurophenomenology of Contemplation and Its Potential Role in Learning

Tobin Hart

University of West Georgia

This article explores the concept of interiority as it relates to education and contemplation. Primarily, four general dimensions of consciousness related to learning are examined: presence, clarity, detachment, and resilience. The direct experience of these states and processes are described and explored in light of contemporary research on the neuro-physiologic correlates of various contemplative practices. This neurophenomenological approach considers the evidence and argument for the value of contemplation in education.

Key Words: contemplation • education • meditation • consciousness • neurophenomenology

Journal of Transformative Education, Vol. 6, No. 4, 235-250 (2008)
DOI: 10.1177/1541344608329393
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