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ABSTRACT. My argument will propose that philosophy be taught in a way that develops the dialectic for a contemplative mindset. This paper challenges the assumption that teaching philosophical and religious ideas based solely on formal logic is sufficient to enhance a personal and transformative experience. In developing this argument, I will draw on the elucidations of Socrates, Jacques Maritain, Josef Pieper and Martin Heidegger. These philosophers will help inform how we can understand ‘thinking’ and the dialectic more broadly to teach a contemplative mindset. Philosophy’s connection to reason and the limitations of reason and link/progression to silence, mystery and transcendence will be explored. The prac- tice of silence, slow thinking development of wonder and epistemic humility will be discussed. I will argue that being contemplative is not to negate thinking or philosophy but rather to engage in thinking with a larger perspective. This paper will contribute to the ongoing discussions within the philosophy of education that advocates for the importance of eudaimonia and the flourishing life in education.

Keywords: contemplative mindset; silence; philosophy; humility

How to cite: Laoulach, R. (2024). The teaching of philosophy for a contemplative mindset. Knowledge Cultures, 12(3), 131-149. https://doi.org/10.22381/kc12320248.

Received February 21, 2024 • Received in revised form June 4, 2024
Accepted September 1, 2024 • Available online December 1, 2024

Rosemary Laoulach
This email address is being protected from spambots. You need JavaScript enabled to view it.
Faculty of Arts and Education
Australian Catholic University
Sydney, Australia

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