ABSTRACT
The Buddhist systematic forms of psychophysical interconnectedness and psychosocial interrelatedness lay the foundations for contemplative pedagogy. Contemplative pedagogy examines being disconnected from body, senses, and the world in the practice of learning and manifests the arts of physical, relational, and contextual awareness through holistic, experiential approaches to learning. While Buddhist mindfulness tends to remain in a psychological process through meditation in the classroom, some activists argue for mindfulness for social change. In critical pedagogy, humans are fundamentally considered social, historical, and cultural beings, and thus both self-transformation and social transformation are stressed to understand and eliminate privilege and power relationships. Both Indigenous pedagogy and critical pedagogy understand human beings as relational and multi-faceted entities. Indigenous collective and holistic cultural values are perceived as a religious sense of spirituality in secular dualism unless a state of non-duality is presented and understood as a thinking system/framework. Systematic forms of psychophysical interconnectedness and psychosocial interrelatedness can be found in Buddhist mindfulness.
