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Body Practice and Meditation as Philosophy in advance: Teaching Qigong, Taijiquan, and Yoga in College Courses
Abstract
What challenges arise when attempting to incorporate body practice and meditation into undergraduate philosophy courses? In recent years, a number of philosophers have begun teaching such practices in academic classrooms, and at my university I have experimented specifically with teaching qigong, taijiquan (i.e., t'ai chi), hatha yoga, and meditation techniques in a variety of courses on East Asian and Indian philosophy. Teaching body practices and meditations poses potential problems about exclusion and advocacy in the classroom: exclusion, in the sense that the practices might improperly marginalize certain students from full participation, and advocacy, in the sense that including these practices in a class might amount to problematic advocacy of a particular substantive set of religious values. This paper explores ways I have addressed these problems through a variety of pragmatic, situation-specific approaches and by encouraging students to have a sense of ownership about the practices and the learning environment itself.
... The term TDLP has come to represent all elements in the previous context. but rather it refers to all times, places and conditions [1][2][3][4][5][6][7][8][9][10]. ...
In this study, we introduce our perspectives about total daily life philosophy
(TDLP). From a daily point of view, we experience events and episodes continuously,
particularly the heavily aspects of information as received by electronic media.
To cope with this massive stream of information and their data analysis, one needs
to develop a philosophical mentality, and one aspect of philosophy is not sufficient.
According to this context, the concept of TDLP has emerged. Philosophy may be the
representative expressions of mental activities that cannot be placed in one frame. We
need philosophy to be placed in a comprehensive and practical context for two purposes,
to treat effectively the emerging experiences, and to expand the horizon of previous
experiences and episodes. The second purpose is to make philosophy approaching the
larger audience. The term TDLP has come to represent all elements in the previous
context
There are numerous ethical theories from which faculty may choose to teach in undergraduate philosophical ethics courses. Whether learning such theories results in ethical behavior change remains an open question. If one of the goals of teaching ethics is to support ethical behavior, then alternative approaches are merited. Within the past decades, there has been a growing emphasis on mindfulness and compassion-based practices in particular, as applied to psychotherapy in the field of psychology. Such findings have bearing on ways in which compassion-based practices might be fruitful in the philosophical ethics classroom. This article will identify issues with the dominant approach to teaching philosophical ethics, focusing on the need for a bridge between theory and action. It will also explore the potential benefits of utilizing mindfulness in the classroom, with a focus on compassion-based practices such as loving-kindness, to contribute to meeting this need to enhance the teaching of undergraduate philosophical ethics.
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