Chapter

Teaching the Graduate Seminar in Comparative Mysticism

Jorge N. Ferrer

in Teaching Mysticism

Published in print December 2011 | ISBN: 9780199751198
Published online January 2012 | e-ISBN: 9780199918782 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199751198.003.0011

Series: AAR Teaching Religious Studies Series

Teaching the Graduate Seminar in Comparative Mysticism

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This chapter describes a critical-participatory pedagogy used in a doctoral seminar on the comparative study of mysticism taught at the California Institute of Integral Studies, San Francisco. The pedagogical strategy consists of an in-depth exploration of the field of comparative mysticism in the context of a participatory inquiry paradigm. Participatory pedagogies seek to incorporate as many human faculties as appropriate. To this end, in addition to the intellectual discussion of the main interpretive models and major horizons of the field of comparative mysticism, the seminar draws on the following pedagogical strategies: (1) guided visualization and contemplative inquiry; (2) ritual and somatic grounding; (3) mandala drawing; (4) dialogical inquiry as spiritual practice; (5) meditative reading of lectio divina; and (6) role play and multidimensional presentations.

Keywords: participatory pedagogies; visualization; somatic; role play; comparative mysticism; seminar

Chapter.  8546 words. 

Subjects: Religious Studies

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