Whole Person

Jane E. Dalton, Ph.D. is an associate professor of Art Education at the University of North Carolina at Charlotte, where she teaches graduate and undergraduate students in K12 art education and studio art courses. Maureen P. Hall, Ph.D. is a professor of Education at the University of Massachusetts Dartmouth, where she teaches graduate and undergraduate students in the teacher preparation program.Catherine E. Hoyser, Ph. D. is professor of English and Director of Women’s and Gender Studies at the University of Saint Joseph in West Hartford, Connecticut, where she teaches British cultural studies and gender studies.

With essays that resonate the energy and hope of education, this wonderful book reminds us of what is still possible in a world where we seem to have lost the depth of vision and the direction of a flourishing life. The essays celebrate the awakening of the whole person, the way teaching and learning can become a transforming practice. The focus is on lectio divina, an ancient practice for modern times, a way to enhance deep reading, excite social justice, make words matter, contemplate the beauty and truth of visual images. We all need to slow down and read this interesting book.

• ForewordMichael A. FranklinAcknowledgementIntroductionJane E. Dalton, University of North Carolina at Charlotte, North CarolinaMaureen P. Hall, University of Massachusetts, Dartmouth, MassachusettsCatherine E. Hoyser, University of St. Joseph, West Hartford, ConnecticutChapter 1- An Ancient Monastic Practice: Reviving it for a Modern WorldJane E. Dalton, University of North Carolina Charlotte at Charlotte, North CarolinaMaureen P. Hall, University of Massachusetts, Dartmouth, MassachusettsCatherine Hoyser, University of St. Joseph, West Hartford, ConnecticutLibby Falk Jones, Berea College, Berea, KentuckyChapter 2- Embodying Deep Reading: Mapping Life Experiences through Lectio DivinaMaureen P. Hall, University of Massachusetts, Dartmouth, MassachusettsChapter 3- Image and Text: Toward Inner and Outer WholenessJane E. Dalton, University of North Carolina at CharlotteChapter 4- Lectio Divina and Story-to-Poem Conversion as Tools for Transformative EducationCatherine E. Hoyser, University of St. Joseph, West Hartford, ConnecticutChapter 5- Reading the Word, the Self, the World: Lectio and Visio Divina as a Gateway to Intellectual and Personal GrowthLibby Falk Jones, Berea College, Berea, KentuckyChapter 6- “Writing about Yoga”: Lectio Divina and the Awakening of the SoulMary Keator, Westfield State University, Westfield, MassachusettsChapter 7- Lectio Divina as Contemplative, Anti-Oppressive Pedagogy in Social Justice Education CoursesElizabeth Hope Dorman, Fort Lewis College, Durango, ColoradoChapter 8- Embodied Justice: We Are The Divine TextVajra Watson, University of California, Davis, CaliforniaChapter 9- The Restorative Power of Lectio Divina and the Arts for University LecturersDaphne Loads, University of Edinburgh, Edinburgh, ScotlandAbout the EditorsAbout the Contributors