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This book offers a rich collection of voices from diverse settings and illustrates ways in which lectio divina as a contemplative practice can transform teaching and learning.Drawing on holistic education and embodied learning, lectio divina empowers teachers and roots students in their own meaning making.
List of contents
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 through Lectio 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 Divina and 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 and Visio 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 of Lectio Divina and the Arts for University Lecturers
Daphne Loads, University of Edinburgh, Edinburgh, Scotland
About the Editors
About the Contributors
About the author
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 Women’s and Gender Studies at the University of Saint Joseph in West Hartford, Connecticut, where she teaches British cultural studies and gender studies.
Summary
This book offers a rich collection of voices from diverse settings and illustrates ways in which lectio divina as a contemplative practice can transform teaching and learning. Drawing on holistic education and embodied learning, lectio divina empowers teachers and roots students in their own meaning making.
Additional text
This thoughtful book offers teachers contemplative learning processes that bring harmony and balance between students’ inner and outer worlds. Teachers will benefit as well as they explore new ways to integrate mind, body, and spirit into their teaching and their lives. The book’s contents are that rare combination of sound practice and profound illumination.
