Michael Lees, PhD
Montclair State University, Religion, Faculty Member
- I received my PhD in Global and Comparative Education, MA in Contemplative Religions with a focus on Buddhist Studies, and a BA in Environmental/Ecological Studies and Indigenous Wisdom Traditions. My research interests include examining the intersections of eastern and western spiritual, contem... moreI received my PhD in Global and Comparative Education, MA in Contemplative Religions with a focus on Buddhist Studies, and a BA in Environmental/Ecological Studies and Indigenous Wisdom Traditions. My research interests include examining the intersections of eastern and western spiritual, contemplative, and ecoliterate pedagogical approaches to learning for emerging adults in the higher education classroom. I currently teach courses including but not limited to: Buddhism, Taoism, Asian Religions, Religion and Culture: An Ecological Perspective, Native American Religions, Death, Dying, and the Afterlife, Creative Thinking, Introduction to Eastern Philosophy, Western Philosophy, and Religions of the World.
I have a strong passion for education, teaching, research, learning, and helping others. I thrive in front of a classroom and enjoy the teacher-student <> student-teacher relationship a classroom invokes. I read a lot, hike/camp often with my wife and our pooch, write, and spend most of my time thinking about what I can do next to help students in this world. For more information you can visit my page at: https://ecotoneandpedagogy.weebly.com/
If you would like to discuss any of my work I can be reached at:
ecotoneandpedagogy4@gmail.comedit
Abstract Educational research affords the opportunity for teacher training programs to bridge learning theory and instructional design. Examining social and emotional learning and the use of pragmatic social constructivism can address... more
Abstract
Educational research affords the opportunity for teacher training programs to bridge learning theory and instructional design. Examining social and emotional learning and the use of pragmatic social constructivism can address the current climate surrounding a high school student and the 21st Century College. A program recommendation concerning the use of a living systems theory lens and learning gardens illustrates how social and emotional learning and pragmatic social constructivism can find practical application. Data collection and research methodologies provide the necessary tools for today’s teacher to engage in the educational system as he or she enters the field or is already involved.
Keywords: social and emotional learning, education research, constructivism, living systems, learning gardens, high school adolescents, college students, emerging adulthood, teacher training
Educational research affords the opportunity for teacher training programs to bridge learning theory and instructional design. Examining social and emotional learning and the use of pragmatic social constructivism can address the current climate surrounding a high school student and the 21st Century College. A program recommendation concerning the use of a living systems theory lens and learning gardens illustrates how social and emotional learning and pragmatic social constructivism can find practical application. Data collection and research methodologies provide the necessary tools for today’s teacher to engage in the educational system as he or she enters the field or is already involved.
Keywords: social and emotional learning, education research, constructivism, living systems, learning gardens, high school adolescents, college students, emerging adulthood, teacher training
Research Interests: Education, Teacher Education, Science Education, Higher Education, Constructivism, and 35 moreEducational Psychology, Educational Research, Learning and Teaching, Student Achievement Motivation, Student Motivation And Engagement, Successful High School To College Transition For Students At Risk Of Dropping Out, Emerging Adulthood, Teacher Research, Teacher Training, Learning And Teaching In Higher Education, Student Motivation, College student development, College Readiness, Constructivism (Education), Teaching, Students, Retention of first generation college students, Student retention, High School, Student Life, Students Motivation, Student Learning, First Generation College Students, Teacher Preparation, Living Systems, Students Attitudes, College, Emerging Gifted Young Adults, Social and emotional learning, Students' perceptions, Emerging Adults, High School Students, Supporting Social Development and Emotional Well being at School, Emerging Adult, and Food Learning Gardens
Abstract Undergraduate students lack the opportunity and environment to contemplate and develop ecoliteracy skills that serve to integrate subject matter into their everyday experiences. Ecoliteracy is grounded in Capra's web of life... more
Abstract
Undergraduate students lack the opportunity and environment to contemplate and develop ecoliteracy skills that serve to integrate subject matter into their everyday experiences. Ecoliteracy is grounded in Capra's web of life theoretical framework and represents students' capacities to read world systems objectively with their head, heart, hands, and spirit. Contemplative pedagogy provides educators with exercises that give students time to reflect on the integration of learning. Ecoliteracy and contemplative pedagogy research has shown little quantitative data pertaining to how contemplative pedagogy affects undergraduate student ecoliteracy. To address that gap, this causal-comparative study measured the use of contemplative pedagogy exercises relative to undergraduate student ecoliteracy. A convenience sample of 150 undergraduate students who did and did not experience contemplative pedagogy exercises completed the New Ecological Paradigm Scale and Self-Compassion Scale Short Form. Independent-samples t tests measured the differences between the 2 groups. Findings indicated that students who did not experience contemplative pedagogy exercises in the classroom were more likely to self-report higher ecoliteracy. A possible interpretation of these findings is that current contemplative pedagogy exercises may focus students' attention internally and not adequately promote the world-centered view that would more readily advance student ecoliteracy skills. Results of this study provide further insight that may inform professional development and contemplative pedagogy exercises that empowers students' ecoliteracy skills by encouraging critical thinking, action, and compassion towards positive social change.
Undergraduate students lack the opportunity and environment to contemplate and develop ecoliteracy skills that serve to integrate subject matter into their everyday experiences. Ecoliteracy is grounded in Capra's web of life theoretical framework and represents students' capacities to read world systems objectively with their head, heart, hands, and spirit. Contemplative pedagogy provides educators with exercises that give students time to reflect on the integration of learning. Ecoliteracy and contemplative pedagogy research has shown little quantitative data pertaining to how contemplative pedagogy affects undergraduate student ecoliteracy. To address that gap, this causal-comparative study measured the use of contemplative pedagogy exercises relative to undergraduate student ecoliteracy. A convenience sample of 150 undergraduate students who did and did not experience contemplative pedagogy exercises completed the New Ecological Paradigm Scale and Self-Compassion Scale Short Form. Independent-samples t tests measured the differences between the 2 groups. Findings indicated that students who did not experience contemplative pedagogy exercises in the classroom were more likely to self-report higher ecoliteracy. A possible interpretation of these findings is that current contemplative pedagogy exercises may focus students' attention internally and not adequately promote the world-centered view that would more readily advance student ecoliteracy skills. Results of this study provide further insight that may inform professional development and contemplative pedagogy exercises that empowers students' ecoliteracy skills by encouraging critical thinking, action, and compassion towards positive social change.
Research Interests: Buddhism, Native American Studies, Teaching and Learning, Education, Scholarship of Teaching and Learning, and 99 moreTeacher Education, Science Education, Curriculum Design, Higher Education, Spiritual Ecology, Buddhist Studies, Educational Research, Learning and Teaching, Student Achievement Motivation, Curriculum Studies, Student Motivation And Engagement, Sustainability in Higher Education, Mindfulness, Environmetal Earth Science, Problem solving (Education), Systems Thinking, Ecoliteracy, Contemplative Pedagogy, Emerging Adulthood, Zen Buddhism, Student Engagement, Integrative Learning, History of higher education, Pedagogy, Ecology, Curriculum Theory, Experiential Learning (Active Learning), Experiential Education, Contemplative Studies, Mindful Learning And Teaching, Globalization And Higher Education, Learning And Teaching In Higher Education, Tibetan Buddhism, Environmental Sustainability, Curriculum Development, Higher Education Studies, Transformative Learning and Complexity Science, Student Motivation, Learning environments, College student development, College Readiness, Curriculum and Instruction, Blended learning in higher education, Teaching, Global Learning, Student Attitudes and Perceptions, Students, Meditation, Reflective Teaching, TRANSDISCIPLINARY STUDIES, Mindfulness and well being, Student retention, Effects of Meditation, Transformative pedagogy, Student Life, College Students and Mental Health, Mindfulness and Resilience and Psychological Well Being, Systems Thinking and Problem Solving, College Students, Mindfulness in Effective Teaching and Learning, Mindfulness and Psychological Wellbeing, Students Motivation, Mindfulness Based Cognitive Therapy, Student Learning, First Generation College Students, Improving College Teaching, Teaching Learning Issues, Diversity issues, Contemplative education, Living Systems, Mindfulness Meditation, Contemplative, Complexity and Presencing Approaches to Leadership Consciousness Development, Students Attitudes, Contemplative Teaching Pedagogy, College, Emerging Gifted Young Adults, Whole systems thinking and Sustainability, Use of mindfulness with children and youth, Issues of Emerging Adults (twentysomethings), Systems Thinking Approaches, Students' perceptions, Emerging Adults, Contemplative Psychology, College Teaching and Learning, Curriculum and Pedagogy, Globalization and Comparative Education, Information processing in living systems, Emerging trends and roles in adult education, Sacred Worldview Ecoliteracy, Integrative Ecoliteracy, Living systems theory, Mindfulness in Education, Transformative Educational Leadership, Contemplative Practices, Teaching and Learning In Adult and Higher Education, Curriculum and College Teaching, Student, Emerging Adult, Life Skills In Emerging Adults, Systems / Living Systems theory, and Living Systems Education
Slides for a workshop presentation on Ecoliteracy called, "Reading the World with Your Head, Heart, Hands, and Spirit". Alliance for New Jersey Environmental Education (ANJEE) 2018 Winter Conference.
Research Interests:
Abstract Ecoliteracy creates an opportunity to foster sustainable pedagogies and cooperation amongst educators, students, and the community. The use of workshops and seminars can illustrate how the implementation of ecoliteracy paradigms... more
Abstract
Ecoliteracy creates an opportunity to foster sustainable pedagogies and cooperation amongst educators, students, and the community. The use of workshops and seminars can illustrate how the implementation of ecoliteracy paradigms and sustainable pedagogy practices can supplement current curriculum, departmental dynamics, and campus-wide activities.
Keywords: ecology, ecoliteracy, environmental education, experiential education, higher education, Indigenous learning, living systems, mindful learning, participatory research, sustainable education, transformative learning
Ecoliteracy creates an opportunity to foster sustainable pedagogies and cooperation amongst educators, students, and the community. The use of workshops and seminars can illustrate how the implementation of ecoliteracy paradigms and sustainable pedagogy practices can supplement current curriculum, departmental dynamics, and campus-wide activities.
Keywords: ecology, ecoliteracy, environmental education, experiential education, higher education, Indigenous learning, living systems, mindful learning, participatory research, sustainable education, transformative learning
Research Interests: Teaching and Learning, Education, Environmental Education, Transformative Learning, Reflective Practice, and 39 moreTeacher Education, Participatory Action Research, Community Colleges, Science Education, Higher Education, Indigenous education, Environmental Studies, Educational Research, Learning and Teaching, Sustainability in Higher Education, Mindfulness, Community Ecology, Ecoliteracy, Reflective practice in education, Indigenous Knowledge, Pedagogy, Ecology, Experiential Learning (Active Learning), Experiential Education, Mindful Learning And Teaching, Globalization And Higher Education, Learning And Teaching In Higher Education, Environmental Sustainability, Philosophy of Experiential Education, Indigenous ecological knowledges and practices, College Readiness, Participatory Action Research with Youth, Experiential Learning, Reflective practice, experiential learning, Transformative pedagogy, College Students, First Generation College Students, Living Systems, Reflective Learning, College of Arts and Sciences, Integrative Ecoliteracy, Living systems theory, Education for Sustainable Development, and Community based Participatory Action Research
Abstract What is altruism and how may shifting individuals’ attentions from self to other diffuse the self-centered power of sustained victimology, identity divisions, and demagoguery? My paper examines altruism, demagoguery, excerpts... more
Abstract
What is altruism and how may shifting individuals’ attentions from self to other diffuse the self-centered power of sustained victimology, identity divisions, and demagoguery? My paper examines altruism, demagoguery, excerpts from Chapter 3 of Shantideva’s Bodhicharyavatara, and the fostering of altruism through the practice of bodhichitta. Particularly as it pertains to the commitment a bodhisattva makes in acting for the wellbeing of all sentient life in the development of aspirational and action bodhichitta through spiritual activism. Individuals need not be Buddhist to foster, express, or practice the bodhisattva commitment.
Keywords: altruism, demagoguery, demagogue, bodhisattva, bodhichitta, identity divisions, spiritual activism
What is altruism and how may shifting individuals’ attentions from self to other diffuse the self-centered power of sustained victimology, identity divisions, and demagoguery? My paper examines altruism, demagoguery, excerpts from Chapter 3 of Shantideva’s Bodhicharyavatara, and the fostering of altruism through the practice of bodhichitta. Particularly as it pertains to the commitment a bodhisattva makes in acting for the wellbeing of all sentient life in the development of aspirational and action bodhichitta through spiritual activism. Individuals need not be Buddhist to foster, express, or practice the bodhisattva commitment.
Keywords: altruism, demagoguery, demagogue, bodhisattva, bodhichitta, identity divisions, spiritual activism