Soulful Leadership in Education (Launch Day for New Book)

The colonists of Maryland and Virginia negotiated a treaty in 1774 with the Indians of the Six Nations, and then invited the tribal elders to send their boys to the College of William and Mary.  The elders declined that offer, stating:

We know that you highly esteem the kind of learning taught in those Colleges, and that the Maintenance of our young Men, while with you, would be very expensive to you.  We are convinced that you mean to do us Good by your Proposal; and we thank you heartily.  But you who are wise must know that different Nations have different Conceptions of things and you will therefore not take it amiss if our ideas of this kind of Education happen not to be the same as yours.  We have had some Experience of it.  Several of our young People were formerly brought up at the Colleges of the Northern Provinces: they were instructed in all your Sciences; but, when they came back to us, they were bad Runners, ignorant of every means of living in the woods. . . nether fit for Hunters, Warriors, nor Counsellors, they were totally good for nothing.

We are, however, not the less oblig’d by your kind offer, tho’ we decline accepting it; and, to show our grateful Sense of it, if the Gentlemen of Virginia will send us a Dozen of their Sons, we will take Care of their Education, instruct them in all we know, and make Men of them.

This clash of cultures raises many questions:  What is education?  Who decides what is a good education?  What is the purpose of education?  What does soulful leadership look like in education?

Like the gentlemen of Maryland and Virginia, we live and move and have our being in a set of assumptions about the superiority of the dominant culture’s kind of education.  For centuries, the dominant culture in the West has fostered a “neck up” model of education.  In recent years, contemplative educators have challenged higher education’s dominant culture.  They have invited those in higher education to see with fresh eyes, to reflect upon their own cultural entrenchment and to consider an alternative view of education, with very different assumptions.

Contemplative educators ask: How do we educate the whole person?  How can head and heart be integrated?  How can we explore meaning and purpose in education?

From introducing a simple nonsectarian breathing meditation practice or inviting reflective reading or compassionate presence to using advanced techniques of meditation in teaching comparative mysticism, the possibilities for contemplative practices relevant to course content are endless.

Empirical studies validate these practices, demonstrating that learning is enhanced by the integration of appropriate contemplative practices in the classroom. For example, the Association for Contemplative Mind in Higher Education (www.acmhe.org) provides resources on its website to help faculty choose contemplative practices to introduce to their students and to undergird the use of these practices with studies demonstrating their effectiveness.

Arthur Zajonc, a physicist and contemplative educator, believes that contemplative education rests on an “epistemology of love.” He enumerates the seven aspects of this epistemology: 1) respect, 2) gentleness, 3) intimacy, 4) vulnerability, 5) participation, 6) transformation, and 7) imaginative insight.  He argues that, while focusing on love is counter intuitive to the dominant epistemology, such an epistemology results in outstanding scholarship and teaching.  He cites Einstein, Goethe, and biologist Barbara McClintock as examples of those who practiced an epistemology of love.

Contemplative methods of education deserve to be explored and developed at all levels of education.  Like the gentleman of Maryland and Virginia in the eighteenth century, we need to move beyond our myopic view of education.  The dominant culture in education is not the only way. In the twenty-first century, it’s time to explore more holistic and effective approaches to education.

Excerpted from The Soul of Higher Education (Information Age Publishing, 2019).  Used with permission of the publisher.

If you are interested in reading more of The Soul of Higher Education, I invite you to consider buying it today, July 22, its launch day. If a number of people buy it on that same day, its visibility will increase on the major sites.

4 Responses to “Soulful Leadership in Education (Launch Day for New Book)”


  1. 1 Linda D. Schumacher July 22, 2019 at 8:35 pm

    Margaret, the elders of the Indians of Six Nations were describing what is happening now in early childhood education! First grade teachers are reporting that children are literally unable to sit in chairs without falling over due to their lack of exercise and movement that develops the important vestibular and proprioceptive foundational sense. Although your book is focused on higher education, I am sure it will resonate with educators of any level of human being. After all human beings learn through all their senses don’t they? So excited to read this book!

    • 2 executivesoulblog July 22, 2019 at 9:26 pm

      Oh my, Linda! So sorry to hear that children fall over due to lack of exercise! Yes, I think the book will resonate with educators of any level. Thanks so much for your affirming words and for buying a copy and reading it!
      –Margaret

  2. 3 Susie Allen July 24, 2019 at 4:36 pm

    I find myself deeply inspired by the vision of contemplative education that your describe. It feels holistic and true to me, allowing the whole person to be engaged and enlivened. Thank you for bringing your work and vision to us, Margaret!


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