Cultivating Awareness, Reverence, and Autonomy in Students: Meditative Inquiry as a Catalyst to Holistic Learning and Living

Abstract

This conversational paper between Ashwani Kumar and Shane Theunissen explores how meditative inquiry in teaching and learning can foster reverence for nature, life, and learning. Through an organic and reflective conversation rooted in Dialogical Meditative Inquiry (DMI), the authors offer a holistic exploration of the intersections between personal transformation, environmental awareness, and holistic education. The authors emphasize that meditative inquiry challenges predetermined educational outcomes and encourages a profound, personal transformation that can lead to social change. Authors discuss how meditative inquiry can facilitate learning relationships that promote student autonomy and awareness, and how it can instill reverence for life. The paper considers how awe, wonder, and reverence can shift educational paradigms from mechanistic models toward contemplative, relational approaches informed by Indigenous and meditative perspectives. The conversation also highlights the strong connection between meditative inquiry and Indigenous ways of knowing, both of which are rooted in a deep reverence for nature and a harmonious relationship with the natural world. The paper promotes a contemplative and holistic approach to education and living, suggesting that personal transformation through meditative inquiry can contribute to a more respectful and interconnected relationship with oneself, others, and the environment. By challenging dominant narratives in education and promoting meditative and emergent dialogue, the authors advocate for education as a regenerative and transformative practice grounded in deep listening, interconnectedness, and awareness.

Keywords: meditative inquiry, reverence, dialogical meditative inquiry, holistic education, nature, Indigenous philosophy