1.4 Leveraging Contemplative Pedagogies to Thrive Academically, Professionally, and Beyond

Kathleen Scheaffer, Strategic Initiatives and Liaison Librarian, University of Toronto Mississauga, Paulina Rousseau, Liaison Librarian, University of Toronto Scarborough

Faculty, librarians, staff, and students are increasingly expected to understand and integrate emerging technologies within our teaching, learning, and researching activities; however, the rate in which they emerge and evolve does not afford us the time to critically assess their educational, political, social, global, and environmental impacts. In an effort to facilitate and cultivate critical lenses, this community chat will encourage participants to share and explore contemplative pedagogies and practices. Through anti-oppressive and inclusive discourse, this session provides a venue for discussing how contemplative practices critical assessment tools can guide us in our decisions of whether to leverage or eschew emerging technology for academic, professional, and personal purposes. The discussions will around the following questions:

·       Which contemplative practices are being integrated into assignments, classrooms, and beyond to facilitate critical thinking and evaluation of emerging technologies?

·       What opportunities are there to integrate contemplation and reflection when it comes to AI, and how can it amplify personal engagement and deep learning?

·       How can we help our students to deepen their reflection to foster life-long learning on how the technologies incorporated into personal, professional, and academic settings have sociocultural, political, and environmental implications?

Research and additional resources on contemplative pedagogies will be provided to all participants.