Journal of Pedagogy, Pluralism, and Practice


Nicky Duenkel

Publication Date

Fall 2013


This article briefly considers elements of an exploratory study undertaken in a small first year university class in Community Studies in which both mobile devices and contemplative practices were intentionally integrated. Incorporating these two pedagogical elements provided valuable insights, each in their own right, and together they created scaffolding for a Contemplative Inquiry Assignment in which students were encouraged to mindfully observe their patterns of engaging with social networking and mobile devices. This experiential learning helped students raise awareness and make conscious aspects of their social network patterning in ways that no reading or lecture could.



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