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ERIC Number: ED527798
Record Type: Non-Journal
Publication Date: 2010
Pages: 140
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-7065-5
Integrating Contemplative Practice into the Undergraduate Pursuit of Finding and Following an Intuitive Call
Wall, Jan M.
ProQuest LLC, Ph.D. Dissertation, Lesley University
The purpose of this study was to investigate the integration of contemplative practice into higher education. The intention of such integration would be to facilitate a students' ability to hear and follow an intuitive "call". Intuition was defined as an immediate, unmediated or tacit way of knowing; "calls" or "callings" as inner directives towards meaningful life pursuits. Intuition and "calls" were seen as overlapping and interchangeable terms. (When referring to intuitive "calls", "calls" will be italicized throughout.) The literature review for this study explored relevant trends in higher education. One trend involves academic shifts towards professional readiness, or marketable skills, away from personal quests (such as following a "call"). Paradoxically, another trend suggests that undergraduates, across all majors and disciplines, are specifically searching for ways to incorporate personal quests into the college experience. Heuristic research, a phenomenological approach, was applied to the experience of intuitive calls. The study reviewed over 300 emails and letters related to "calls"; interviews with an undergraduate about her experience with contemplative practice and of intuitive "calls"; that student's journals; and finally phone interviews and face to face meetings with Gregg Levoy, author of "Callings: Finding and Following an Authentic Life". In addition to the phenomenological study, a case study surfaced during data review. The results of the investigation on contemplative practice, intuitive "calls", and higher education revealed two newly identified variables. The first variable involved students' developmental readiness to follow an intuitive "call"; the second addressed the role of tension or a disorienting dilemma in the motivation to follow an intuitive "call". Also included are discussions regarding ways in which brain activity bridges contemplative practice, intuitive "calls", and disorienting dilemmas. This study, and supporting literature, suggests that contemplative practice (which has been shown to impact brain activity), along with developmental readiness and the presence of a disorienting dilemma facilitate a student's ability to hear and follow an intuitive "call". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A