Contemplative practices are becoming more common in educational environments for attending to whole-student learning, fostering empathy, and promoting social justice and socially just pedagogues. This conversation explores how holistic approaches facilitate and expand the parameters of sociological pedagogy to integrate humanist pedagogies and initiate emancipatory citizenship. By building a pedagogical bridge between sociology and contemplative practices educators can help inspire empathy and hopefulness among students as they navigate the challenging topics of injustice and collective trauma. We trace the rise of contemplative practices in the United States with a focus on the emergence of “contemplative sociology” from a variety of perspectives, including Buddhist sociology and sociological mindfulness. We then explore the utility of contemplative practices in the sociological classroom combining contemplation, embodied agency, and antioppression education for student learning. We offer two exercises to consider for developing the sociological imagination and increasing students’ capacity for critical thinking, stress management, and self-reflection.

沉思实践在教育环境中变得越来越普遍，以参与全学生学习、培养同理心、促进社会正义和社会公正的教育者。本次对话探讨了整体方法如何促进和扩展社会学教育学的参数，以整合人文主义教育学并启动解放公民。通过在社会学和沉思实践之间架起一座教学桥梁，教育者可以帮助激发学生在应对不公正和集体创伤等具有挑战性的话题时的同理心和希望。我们从佛教社会学和社会学正念等各种角度追溯了沉思实践在美国的兴起，重点关注“沉思社会学”的出现。然后，我们探讨了沉思实践在社会学课堂中结合沉思、具身代理和反压迫教育对学生学习的效用。我们提供了两个练习来考虑发展社会学的想象力和提高学生的批判性思维、压力管理和自我反省的能力。