The Whole Person: Embodying Teaching and Learning through Lectio and Visio Divina offers readers a rich collection of voices from diverse settings that illustrates the ways in which lectio divina as a contemplative practice can transform teaching and learning.Growing from ancient roots, lectio divina as a contemplative practice and part of contemplative pedagogy, aligns with many efforts in the 21st century to investigate how whole persons can be engaged in learning and how they can develop into their best human selves.Lectio divina, a four-step process of deep reading and viewing, is aligned with the tenets of holistic education; it is an evolving tapestry of embodied learning, creating spaces that empower teachers and students to be rooted in their own meaning making and to develop as whole persons.Lectio divina holds power to help people develop agency and voice in troubling times, all the while understanding themselves as human beings in a hyper-complex world. Usinglectio divina in the classroom educates the whole person evoking the mind, spirit and body in a transformative learning experience.
Jane E. Dalton, Ph.D. is an associate professor of Art Education at the University of North Carolina at Charlotte, where she teaches graduate and undergraduate students in K12 art education and studio art courses.
Maureen P. Hall, Ph.D. is a professor of Education at the University of Massachusetts Dartmouth, where she teaches graduate and undergraduate students in the teacher preparation program.
Catherine E. Hoyser, Ph. D. is professor of English and Director of Womens and Gender Studies at the University of Saint Joseph in West Hartford, Connecticut, where she teaches British cultural studies and gender studies.
Foreword
Michael A. Franklin
Acknowledgement
Introduction
Jane E. Dalton, University of North Carolina at Charlotte, North Carolina
Maureen P. Hall, University of Massachusetts, Dartmouth, Massachusetts
Catherine E. Hoyser, University of St. Joseph, West Hartford, Connecticut
Chapter 1- An Ancient Monastic Practice: Reviving it for a Modern World
Jane E. Dalton, University of North Carolina Charlotte at Charlotte, North Carolina
Maureen P. Hall, University of Massachusetts, Dartmouth, Massachusetts
Catherine Hoyser, University of St. Joseph, West Hartford, Connecticut
Libby Falk Jones, Berea College, Berea, Kentucky
Chapter 2- Embodying Deep Reading: Mapping Life Experiences throughLectio Divina
Maureen P. Hall, University of Massachusetts, Dartmouth, Massachusetts
Chapter 3- Image and Text: Toward Inner and Outer Wholeness
Jane E. Dalton, University of North Carolina at Charlotte
Chapter 4-Lectio Divinaand Story-to-Poem Conversion as Tools for Transformative Education
Catherine E. Hoyser, University of St. Joseph, West Hartford, Connecticut
Chapter 5- Reading the Word, the Self, the World:Lectio andVisio Divina as a Gateway to Intellectual and Personal Growth
Libby Falk Jones, Berea College, Berea, Kentucky
Chapter 6- Writing about Yoga: Lectio Divina and the Awakening of the Soul
Mary Keator, Westfield State University, Westfield, Massachusetts
Chapter 7-Lectio Divina as Contemplative, Anti-Oppressive Pedagogy in Social Justice Education Courses
Elizabeth Hope Dorman, Fort Lewis College, Durango, Colorado
Chapter 8- Embodied Justice: We Are The Divine Text
Vajra Watson, University of California, Davis, California
Chapter 9- The Restorative Power ofLectio Divina and the Arts for University Lecturers
Daphne Loads, University of Edinburgh, Edinburgh, Scotland
About the Editors
About the Contributors
