Thesis (Th. M.)--Regent College, 1998. / Abstract and vita. Includes bibliographical references (leaves 115-122).

The purpose of this practicum is to explore the Cheakamus River from its beginning at Outlier Peak to its arrival at Howe Sound. I explored it in terms of its history, both geological and cultural; its uses both past and present; and in terms of ‘place’. I determined there had not been development in the area, due to geological instability and its unique location. I explored the place, its unique characteristics and its rarity. My exploration was through photography, writing and drawing. I explored the culture of the Cheakamus by looking at its role in the mythology of the First Nations People of the area. By looking at the notions of retreat, renewal, meditation and contemplation, I explored the stimmung, genus loci and zen of this river system. Finally, I made connections between the river and the land, highlighting the uniqueness of place.

The purpose of this practicum is to explore the Cheakamus River from its beginning at Outlier Peak to its arrival at Howe Sound. I explored it in terms of its history, both geological and cultural; its uses both past and present; and in terms of ‘place’. I determined there had not been development in the area, due to geological instability and its unique location. I explored the place, its unique characteristics and its rarity. My exploration was through photography, writing and drawing. I explored the culture of the Cheakamus by looking at its role in the mythology of the First Nations People of the area. By looking at the notions of retreat, renewal, meditation and contemplation, I explored the stimmung, genus loci and zen of this river system. Finally, I made connections between the river and the land, highlighting the uniqueness of place.

Thesis (Th. M.)--Regent College, [1996] / Abstract and vita. Includes bibliographical references (leaves 141-149).

Thesis (M.S. in psychology)--Washington State University, August 2009. / Title from PDF title page (viewed on July 13, 2009). "Department of Psychology." Includes bibliographical references (p. 16-18).

Thesis (Ph. L.)--Catholic University of America, 2004. / Includes bibliographical references (leaves 85-87).

Thèse (M.A.)--Université Laval, 2004. / Bibliogr.: f. 80-82. Publ. aussi en version électronique.

Texte abrégé de: Thèse--Lettres--Paris--EHESS, 1989. / Bibliogr. p. 327-334. Index.

Texte remanié de: Ph. D. diss.--New York City--Fordham University. / Bibliogr. p. 243-260. Index.

The purpose of this study is to understand the significance of contemplative practice in fostering teachers’ personal practical knowledge. Teachers’ practical knowledge has been valued to make teaching relevant to students’ real life contexts. However, practical knowledge has been considered difficult to teach because of the diversity and dynamism of reality. Based on the conceptualization that teachers’ contemplative practice could support their practical knowledge development, this qualitative study was carried out through a review of the literature and exploration of direct experiences of four teachers who have linked their contemplative practices to their teaching. The literature review informs us that in order to develop teachers’ practical knowledge, attention, a sense of the whole, and a sense of context are critical. In addition, those qualities can be fostered by non-dual knowing or intuitive knowing which can be developed by contemplation, that is, the act of looking at something by paying attention without thinking of anything else and without premises or judgments. The exploration of the participants’ direct experiences shows that their contemplative practices performed a significant role in fostering personal practical knowledge of self, students, environment, subject matter, curriculum, and instruction and in making their teaching relevant to the students’ real lives from a holistic perspective.