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. Using lectio divina in the classroom educates the whole person evoking the mind, spirit and body in a transformative learning experience.
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
