Using Pedagogies of Emergence to Cultivate Well-Being in Students

Bibliographic Data

ID8404051
AuthorsLarisa Castillo (University of California, Irvine, corresponding author)
Year2025
Volume73
Issue2
Pages235-254
Publication date2025-03-04
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Studies (JOURNAL)
Journal identifiersISSN: 0007-1005 • E-ISSN: 1467-8527
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00071005.2024.2422451
OpenAlexW4404109745
LanguageEN
Citations received1
References cited45

This essay argues that embodied pedagogies of emergence are fundamental to facilitating student wellbeing in the classroom. It shows that such classroom approaches require an incorporation of contemplative pedagogies to be truly attuned to presence; likewise contemplative pedagogies require an emergent approach – particularly the recasting of course content – to effectively address student wellbeing. The essay describes such an emergent process as it unfolded in an undergraduate seminar that focused on the theme of wellbeing, and it shows that the methods used in that course cultivated wellbeing in students. It argues for increased development of, and training in, pedagogies of emergence as a way of supporting student mental health

Mathematics education · Pedagogy · Sociology · Early Childhood Education and Development · Neuroscience, Education and Cognitive Function · Psychological Well-being and Life Satisfaction · Psychology

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