El poder de la lectura profunda y la alfabetización consciente: acercamientos innovadores a la educación contemporánea (original) (raw)
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The power of deep reading and mindful literacy: An innovative approach in contemporary education
This paper explores mindfulness as an innovation for improving literacy skills of deep reading. More specifically, this paper describes a case study of a deep reading intervention where graduate education students participated in an eight-week deep reading training. As an embodied practice, deep reading serves to awaken and evoke the reader’s voice, helping the learner to make meaning as a whole person immersed in the embodied nature of language. Deep reading, as other contemplative practices, requires persons to go inside, to find meaning, to know themselves, and to connect to others (Barbezat & Bush, 2014). Unlike many other contemporary approaches in education, deep reading draws upon the involvement of the whole body and mind. Deep reading provides a conduit for stretching the human capacity for imaginative thought, shows promise for developing cognition, quiets the chaos of a distracted society, and, overall, serves to humanize the educational process.
This paper explores mindfulness as an innovation for improving lit-eracy skills of deep reading. More specifically, this paper describes a case study of a deep reading intervention where graduate education students participated in an eight-week deep reading training. As an embodied practice, deep reading serves to awaken and evoke the reader’s voice, helping the learner to make meaning as a whole per-son immersed in the embodied nature of language. Deep reading, as other contemplative practices, requires persons to go inside, to find meaning, to know themselves, and to connect to others (Barbezat & Bush, 2014). Unlike many other contemporary approaches in educa-tion, deep reading draws upon the involvement of the whole body and mind. Deep reading provides a conduit for stretching the hu-man capacity for imaginative thought, shows promise for develop-ing cognition, quiets the chaos of a distracted society, and, overall, serves to humanize the educational process./ Este trabajo analiza la atención consciente como una innovación para mejorar las capacidades lectoras de la lectura profunda. Par- ticularmente, describe un estudio de caso de una práctica de lectu- ra profunda en la que estudiantes de posgrado participaron en una capacitación de ocho semanas. Como práctica corporeizada, la lec-tura profunda sirve para despertar y evocar la voz del lector, ayu-dándole a construir significado desde la perspectiva de un individuo integral inmerso en la naturaleza manifiesta del lenguaje. La lectu-ra profunda, como otras prácticas contemplativas, requiere que las personas se adentren, encuentren sentidos, se conozcan y se conec-ten con los demás (Barbezat y Bush, 2014). A diferencia de otras técnicas educativas contemporáneas, la lectura profunda recurre al involucramiento de todo el cuerpo y la mente. Ofrece un conducto para aumentar la capacidad humana del pensamiento imaginativo, y resulta prometedor como herramienta para desarrollar la cognición, aquietar el caos de una sociedad distraída y, sobre todo, para huma-nizar el proceso educativo.
St. Vincent Ferrer Seminary, Inc., 2019
This paper will talk about the importance of deep reading in demonstrating understanding with the aid of teaching pragmatic awareness among 21st century learners. The purpose of pragmatics in reading is to explore the dimensions of meaning behind spoken or written messages. Its use, purpose, and/or intentions of speech or writing are examined to interact purposefully with others. As we look closely, when we are studying pragmatics, we also practice deep reading. As an embodied practice, deep reading serves to awaken and evoke the reader’s voice, helping the learner to make meaning as a whole person immersed in the embodied nature of language. Just like pragmatics as a practice, it requires persons to go inside, to find meaning, to know themselves, and to connect to others (Berbezat & Bush, 2014). It also involves much more than coding one’s speech just as deep reading involves more than decoding the speech of others, since with speech the fundamental issue of imaginative projection of alternate worlds is seldom present. Thus, reformers are right to see that the principal obstacle to pragmatic reading is not technical, not concerned with transcription, but conceptual. In other words, by doing deep reading by the use of pragmatics entail not copying and reciting but saying and understanding something new. Also, this paper describes a case study of a deep reading intervention where grade 7 Class Tronos of St. Vincent Ferrer Seminary participated in a two-week deep reading training using the SRA Reading Laboratory because here in the Seminary demonstrating understanding among seminarians is a must. This would be the focus of my speech today. Among the components of the philosophy of language, I chose Pragmatics to view the importance of deep reading as a meaning-making process in demonstrating understanding. As Ricouer asserts, understanding involves a process of distancing and appropriating; we distance ourselves from our ordinary selves, turn our backs, as it were, on our customary prejudices, and in so doing we can grasp (what he calls “appropriate”) the meaning of the text: To understand is not to project oneself into the text – not to remake it entirely in one’s own image but to expose oneself to it – to recognize in the text the possibility of some other way of being in the world.
Correspondence: Sitting and Reading as Two Routes to Community
Journal of Contemplative Inquiry, 2017
This epistolary dialogue between teachers involved with different, but complementary, contemplative practices—mindfulness-based group programs and reading groups (in which people come together to read literary poems or stories)—explores how such practices build community and imbue participants with the potential to act in caring and just ways in other contexts. Through narratives of group experiences and presentations of physiological and neurophysiological evidence, the two correspondents delineate three pedagogical strategies to achieve the desired ends: (1) looking beyond individualism, (2) attending to intensity, and (3) living with the text. Number one notes that students come to a group with expectations for individual progress and satisfaction, which, paradoxically, are most available within and because the atmosphere of group setting holds, supports, and offers each participant opportunities in which each can be fully with and in their experience, or, to put it another way, to touch the “really real.” Number two notes that the more often the group touches the really real, there is formed a more emotionally open human community, to which students belong, and together may move more towards justice and caring. Number three, living with the text, suggests the routes toward such community, which are essential to the contemplative dimension of academic teaching: profound spoken dialogue arising from meditation practice may become unique texts for the group, and literary texts read aloud and responded to also serve to intensify the atmosphere of the moment and quicken an ethical way of knowing that may become available later, in other communities.
Reconstructing 'Education' through Mindful Attention
2017
This paper provides a review of Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective practice but stopping short of any real encounter with the complex dynamics of the self. In Ergas' bold inquiry, we are invited to attend and to see for ourselves by considering perspectives and practices rooted in contemplative traditions. The educational context becomes clear as attention to the self entails formation of the self. However, I argue that it is not clear why contemplative traditions (or mindful attention defined by the text) are best placed to engage in such formation. I suggest that a central problem with the book is the conflation here of education and socialisation, and that more systematic treatment of educational questions might obviate some of the troubling issues around the failures of what is called the inner curriculum.
Reading--A Perspective on Life
2001
A study explored the holistic nature of reading failure from the perspective of those who have endured the emotional and intellectual burden of not being able to read. Reading failure is frequently viewed from a fragmented, reductionist perspective. Getting to know and understand the individual's perception of literacy failure is ignored in the literature. This study draws on the stories of seven adults and their experiences of being illiterate; illiteracy is examined within the context of their lives. A remedial program was negotiated with the participants-they chose what they read and what they wrote about. These choices served as the basis for discussion, demonstration, and the application of remedial strategies. Participants were required to read every night for 10 minutes and to write for 10 minutes. To become writers, they had to write despite their vulnerability, since it was the only way to overcome the fear and trepidation often associated with being exposed on a piece of paper. Three to four hours were set aside to discuss the participants' reading histories, memories of schooling, family support and reading habits, how they coped with failure, and knowledge of the reading/writing processes. At weekly meetings they were observed reading and writing. Additionally, participants nominated for interview someone who understood their literacy failure. After ceasing the remedial program, follow-up interviews were conducted. Findings suggest fear of failure and lack of literacy success go hand in hand. Whenever participants confronted texts, they were reminded of the humiliation attached to previous unsuccessful experiences, and they relived the experience in every subsequent literacy attempt. Confronting the problem was crucial. When participants identified real purpose for reading, it had to be important enough to outweigh any reason for remaining tethered to past literacy experiences. (NKA)
Head, Heart, and the Practice of Literacy Pedagogy
Reading Research Quarterly, 1998
O ur conversation arose from a chance remark about the everyday literacy teaching that we see in our work with teachers in schools. Yes, we see some fine examples of literacy instruction, a friend commented, where children are active, eager, intellectually engaged writers and readers. Regrettably, however, we do not see this often enough, which in the end limits the realization of children's potential as literate persons. As teachers of teachers, our work is at the heart of this matter, for our charge is the provision of resources in the form of knowledge, skill, and dispositions that help teachers teach literacy intelligently and well.
READING AS A PRIMORDAL ASPECT IN TEACHER TRAINING (Atena Editora)
READING AS A PRIMORDAL ASPECT IN TEACHER TRAINING (Atena Editora), 2024
This article aims to bring physical, cognitive and emotional concepts about reading and point out how reading occurs in different spheres, going through physical aspects and culminating in reading carried out through screens, something commonplace in humanity nowadays. Through a bibliographic review of reading acts, we will see not only the physical act, but also reading on a socio-cognitive level. Let's redesign the look at reading and expand this concept to accompany a digitally connected world and understand why in-depth reading is so important for teaching, and that anyone who has the power to read and understand can teach more effectively. Some people find it easier to read, while others are unable to delve deeper into texts regardless of the genre. We will see, in this article, that reading precedes writing and in addition to being present in the most diverse aspects, it helps teachers in the training of their students. A teacher who understands how reading is consolidated and acquired also has the ability to teach in a more dynamic and efficient way.