ABSTRACT
This chapter discovers that contemplative practices can often confuse and disorient students when the contemplative practices are not contextualized and applied to the course material and the overall learning process. It explores lectio divina in its four basic movements and shows that this ancient religious practice can be adapted and used outside of its religious context. Lectio divina is a method of deep reading and interpretation stretching all the way back to the ancient Greek philosophical schools and later adapted in the Christian monastic schools. The chapter explains that lectio divina is a useful pedagogical tool for educators in the Humanities to help students read and interpret texts as they search for human meaning and purpose in the age of modern technology. It shows that lectio divina provides an opportunity for students to detach from their digital devices and enter into a meaningful encounter with a literary text, explore it and question it critically.
