We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable students to access these underlying intersubjective dimensions, thus creating conditions for a shift in the forms of transformative learning that affect the nature of the learner’s consciousness as well as their overall journey of transformation through the course of their studies? We review the theoretical and research literature on postsecondary contemplative education, particularly in its intersubjective dimensions, and then offer data from a qualitative study involving students enrolled in a graduate program in contemplative inquiry that offers evidence of the transformative potentials of these intersubjective, contemplative approaches to learning and inquiry.
In this essay Steven Zhao provides an existential‐phenomenological account of radicalization and extremism. This elaboration is in response to what Zhao perceives to be the two problematically dominant perspectives of discourse on radicalization: the ideational perspective and the psychological perspective. The ideational perspective is risky because it offers an incomplete understanding of radicalization by presuming that it is the expression of cognitive errors. The psychological perspective, on the other hand, excessively individualizes radicalization as an exceptional psychological aberration that can riskily result in instructivistic preventative approaches in education. Zhao proposes the existential‐phenomenological elaboration as a supplemental articulation of radicalization that has potential to address the issues associated with these two dominant perspectives. According to this elaboration, ideological extremism is a relational phenomenon that constitutes a “dysfunctional” structure of intersubjectivity. Applying interrelated notion of subjectivity and intersubjectivity illuminates radicalization in a way that both widens the scope of ideational attributions/corrections and transcends the individualistic confines of psychopathology/psychological resilience. Ultimately, this elaboration seeks to enrich educational approaches to addressing radicalization such that preventative strategies are informed by the relational foundations intrinsic to both cognitive and psychological motivations of extremist behaviors and beliefs.
In the original publication of the article, the last author name Steven Zhao was incorrectly written as Steven Zhang. This has been corrected with this correction.The original article has been corrected.Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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