The Contemplative Pedagogy Seminar curriculum covers the following topics:
- Contemplative methods for use in higher education classrooms.
- Mindfulness/awareness-based meditation practices and exercises in other contemplative disciplines.
- Integration of contemplative practices into curriculum and classroom pedagogy in a variety of academic disciplines.
- Tailoring contemplative strategies to meet our individual and curricular needs.
- Applications for contemplative education in nonsectarian higher education settings.
Tuition, Meals, and Housing
For current tuition please contact firstname.lastname@example.org. Tuition for the five-day seminar includes daily lunches, daily morning and afternoon coffee, tea, and snacks, a welcome barbecue, and a celebration dinner.
Naropa offers discounted housing options for seminar participants. These housing options are all within easy walking distance of Naropa University's Arapahoe Campus.
A limited number of full tuition scholarships are available through generous funding from the Lenz foundation.
Please read comments made by participants in past Contemplative Pedagogy Seminars.
"The service that Naropa provided in welcoming teachers from various disciplines to participate in a contemplative retreat seminar will affect not only the participants but their colleagues and students as well. The spark of contemplative pedagogy will light new fires of interest through scholarship, teaching, and other scholarly work."
"The educational community needs this desperately, and so does the world."
"This seminar has cleared the fog from the window, allowed me to look out into creative possibility and opened the door to true engaged and compassionate teaching and learning."
"This is the most useful 'faculty development' seminar I've been to yet. To have the many years of experience and development that has taken place at Naropa be available is an extraordinary, genuine and very unique gift to education around the country. It's quite a gem in otherwise rough terrain."
"Personally this seminar has jump-started my practice, has helped me drop impediments to progress, and helped me to reclaim the joy and wisdom that is me. Professionally I have new confidence - a more positive attitude toward my students, my work, and a renewed sense of vision."
"I have wanted for some time to find a path through my professional life that is personally congruent with my core values. I have sensed, experienced, and learned here at Naropa what this could possibly look like. After over 20 years of teaching I had lost my way, but I've found a path and resources to help me back on track."
"On the professional side, I feel as if I've been given some powerful new tools that I look forward to trying out. I am grateful to have met people with whom I can share ideas about how to use the tools – the personal connections are certainly part of what I've gained."
"This was the best seminar/retreat I've been to. I'm full of gratitude for all you gave me."
"You were very successful in instilling in participants the sense that contemplative pedagogy is not just a set of tools, but a way of being. Thank you."
"I participate in—and organize—many pedagogy workshops, but the Naropa Seminar was among the best organized and executed, and was the most deeply transformative, that I have ever attended..."
"What Naropa offered so powerfully in its Seminar were pedagogical paradigms and practices honed in a context where mindfulness is the norm rather than the exception . . . we learned techniques from masters, but more than this we witnessed in Naropa faculty the kinds of teachers and learners one can become through an unabashedly and consistently contemplative approach to education. This was profoundly inspiring, and convinces me that Naropa University is in a singularly privileged position to model and share contemplative approaches to education with broader higher education communities."
"The faculty were relaxed, but at the same time were deliberate and precise in the trajectory they moved us along, and in the rationale for each step of the path. In their attention to beginning, middle, and end, and in the exquisite balance struck between organization and spontaneity, the faculty offered an object lesson in contemplative teaching . . ."