Confucian Contemplation, Contemplative Pedagogy, and Student Wellness

This essay reports quantitative and qualitative findings of an empirical study on the use of contemplative pedagogy as an experiential learning mode in higher education. It assesses the impact on student learning and wellness of using Confucian contemplative practices such as quiet-sitting meditation, self-examination, and self-monitoring. Using analytical and contemplative pedagogies, students studied and practiced these Confucian methods of self-cultivation and reflected on this holistic learning experience. The case studies examined and the findings reported indicate enhancements in their practice of self-care in the following ways: managing their stress, anxiety, and negative emotions more effectively; forming a healthier self-image and sense of personal identity; improved self-discipline and positive habit formation; applying their learning in meaningful ways; and help with sleep and physical, mental, and emotional restoration. The research suggests contemplative pedagogy inspired by Confucian methods of self-cultivation is an effective experiential learning tool by positively impacting student wellness.