Conceptualizing Contemplative Practice as Pedagogy: Approaches to Mindful Inquiry in Higher Education
A compelling argument has been made which claims that institutions of higher education focus disproportionately on transmitting basic skills to their students at the expense of supporting issues of central importance to the development of emerging adults, including clarifying values and identity and...
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| Format: | Others |
| Language: | en |
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ScholarWorks @ UVM
2015
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| Online Access: | http://scholarworks.uvm.edu/graddis/517 http://scholarworks.uvm.edu/cgi/viewcontent.cgi?article=1516&context=graddis |