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Frequently Asked Questions
Why does the MA Contemplative Education program begin in the summer?
The program starts in late June and continues until mid-July. Beginning with the summer session is important in establishing a coherent contemplative community. That sense of community then carries over into the online portion of the program when students are no longer sharing the same physical learning environment. Starting with a summer program also emphasizes the importance of students learning to embody contemplative learning principles. “One must become the change one wants to see in the world.”
Whom does the MA Contemplative Education program attract?
A wide diversity of students have been enrolled in our program. Some are quite familiar with mindful or contemplative approaches to education, while for others it is a brand-new idea. All feel a deep connection to their students and to meaningful teaching. Many are yearning for an accredited graduate teacher education that has depth and fulfillment, as well as providing practical skills.
What are the ages of typical students?
Students’ ages have ranged from the early twenties to around sixty. The mean age is about thirty.
Where do the students come from?
They have come from all over the continental United States, Mexico and Puerto Rico. Several students have been American citizens who teach overseas in countries like Japan and India. Foreign students are particularly well served by low-residency online programs.
Are your students currently teaching K–12?
The vast majority of our students do teach in K–12 settings. However, we have had a number who teach in pre-kindergarten and a few in higher education. Several of our students have been principals or directors of schools. We have had professional enrichment students who are educational administrators and teacher educators. We also accept students who are not currently teaching or who have never been teachers. (See the Education Beyond the Classroom option.)
In what kinds of schools do most of your students teach?
Many of our students have been teachers in public schools in both traditional and progressive school districts. The settings in which they have taught span the spectrum from spiritually oriented to very conservative, and from rural to inner city. A number have taught in parochial or private schools. Some of our students have been school administrators, librarians, or worked in tutoring programs. Several of our students were once teachers but no longer are. Some have never taught, but think they might like to. They all share a passionate interest in studying education from a contemplative perspective.
Which content area teachers have been best served by your approach?
Our students have taught in a wide range of content areas – math, foreign language, social studies, English, music, etc. Our contemplative approach is not content or grade level specific. Contemplative education adapts to all subjects. Our students are taught a foundation of compassionate teaching presence, and ways of making subjects meaningful to themselves and their students.
I’m interested in becoming an EBC student. What kind of volunteer work is acceptable instead of a teaching position?
It is not necessary to be an active teacher to be a student in our program. While most of our students are full-time teachers, others teach very little, or not at all. In those cases, it is desirable to have opportunities to observe in classroom settings, since certain course assignments do involve observations in educational settings. Our approach can be applied in a wide variety of settings, so there is a great deal of flexibility regarding observation sites. In short, it is not required to do volunteer work in schools, if you are an EBC student.
Is it reasonable to expect to complete the program in two years, if I am teaching full time?
The vast majority of our students are able to graduate in two years. Completing the program in two years with a full-time teaching position does put very high demands on one’s time during the conventional school year. For example, during the online semesters students take two courses, while working in their teaching positions. It is highly recommended that students plan ahead to simplify their responsibilities during the two-year program.
The time commitment is also high during the summer three-week retreats. The program is twenty-four days with no days off, even on weekends. There are, however, structured and unstructured days of rest twice during the summer program. (See Summer Retreat.)
Some students with highly demanding lives elect to take the “slow-track” through the program. By taking only one online course per semester, those students double the length of their program journey from two years to four years. However, the “slow track” option limits the number of semesters one is eligible for financial aid to the two summer semesters only.
What forms the basis for course grading?
Each instructor has different assignments and grading criteria for each course. Generally speaking, letter grades are given on a broad range of criteria including conventional ones like conceptual understanding, attendance, participation, writing mechanics and citation. More contemplative criteria include integration of relevant personal experience, application of contemplative principles and practices to teaching and learning, and the development of compassionate communication skills. The Community Seminars in the summer program are the only courses graded pass-fail.
I am not a Buddhist and don’t intend to become one. Will I fit in to this program?
Our program is “Buddhist-inspired.” That means we integrate Buddhist principles and practices into our nonsectarian approach. Our use of those principles and practices follows the view that Buddhism is “advanced common sense.” Invariably, students find that the program opens them to greater dimensions of themselves, which they incorporate into their faith, their teaching and their lives.
We have had students graduate from our program who remained devoutly Christian, Jewish and Hindu. In fact, they often credit our program with instilling in them a new devotion and deeper understanding of their own faith. Students from more alternative forms of spirituality have also benefited from the broader range of resources and approaches in the program. One wrote, “I would not have read these books without your direction, due to my own … spiritual prejudices.” (See Student Testimonials)
How are contemplative practices integrated into the program?
Most of the practices that we use are adapted from Tibetan or Zen Buddhism. Another major source is from the Christian-based educational work of Parker Palmer. Our fundamental practice is sitting meditation or mindful awareness. This practice involves attending to one’s inner experiences- thoughts, feelings, emotions, but not clinging to what one discovers. Thus, one’s teaching is not disrupted by one’s unexamined thoughts or emotions. As the teacher becomes familiar with his/her inner experience, mindfulness becomes an ally, allowing the teacher to integrate the richness of the inner life into one’s teaching skills.
Mindfulness and awareness are integrated into our program studies in many ways. Students learn to read and discuss with clarity and precision. They learn to be more attentive when they listen to their own students and when they speak with them. Students learn how to become more present in their bodies, so when they interact with their students they communicate with their whole physical presence, not just words.
What is maitri space awareness practice?
During the second summer, student practice maitri (loving kindness) space awareness. This awareness practice has been used in different academic disciplines at Naropa for more than thirty years and in teacher education since 1990. Through simple yoga practices, our students directly experience a range of energy styles, similar to temperaments and learning styles. They learn to make friends with the complexities that give us our uniqueness as teachers and learners.
Derived from maitri practice are the Five Qualities of Contemplative Education. These are studied online to provide a conceptual understanding of the many ways of relating to knowledge and interacting with others in learning environments. Students then practice applying these qualities for curriculum development and improved teaching. Our graduates report that this area of study and practice has been invaluable in improving their everyday effectiveness, communication and equanimity as teachers.
Do you include other approaches beyond Buddhism?
While the basic approach is distinctly drawn from the Tibetan Buddhist tradition, over the years we have continued to incorporate practices from other traditions and holistic pedagogies. We draw heavily from the work of Parker Palmer and include the work of contemporary educators like Rachel Kessler.
Two online courses are devoted to exploring a wide range of sources in sacred learning and development. What makes contemplative education especially appealing and useful is its adaptability. Our students have merged their contemplative training extremely well with a wide variety of other educational approaches.
I’m not yet ready to apply to the program. Is it possible to visit?
Yes, we welcome visitors to our summer program. It’s a great time to sample contemplative education in its many dimensions. It’s possible to join us for certain classes, for a meal, and to speak with faculty and students. Advance notice for these visits is required.
Can I take individual online courses without becoming a program student?
Many students take individual online courses to supplement their development as teachers. Most of our online courses are open to non-program students. Some take an online course to get a flavor of the program before they apply. In most cases such courses when taken for credit, can be applied to one’s degree. Non-program students usually adapt readily to the format feel completely at home among our program students in our online courses.
Other questions?
Please contact us and we will be happy to answer any questions.
Could I speak with or email someone who has completed the program or someone currently in the program to ask about his or her experience?
Yes, we will gladly send you that information. Just let us know the type of student or graduate that is closest to your situation.
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