Editing Philosophy of education (section)

===Contemplative education===
[[Contemplative education]] focuses on bringing introspective practices such as mindfulness and yoga into curricular and pedagogical processes for diverse aims grounded in secular, spiritual, religious and post-secular perspectives.<ref>{{cite book |last1=Lewin |first1=David |title=Educational philosophy for a post-secular age |date=2016 |publisher=Routledge |isbn=978-1138923669}}</ref><ref>{{cite journal |last1=Ergas |first1=Oren |title=Mindfulness in education at the intersection of science, religion, and healing |journal=Critical Studies in Education |date=13 December 2013 |volume=55 |issue=1 |pages=58–72 |doi=10.1080/17508487.2014.858643 |s2cid=144860756}}</ref> Contemplative approaches may be used in the classroom, especially in tertiary or (often in modified form) in secondary education. [[Parker Palmer]] is a recent pioneer in contemplative methods. [[The Center for Contemplative Mind in Society]] founded a branch focusing on education, [[The Association for Contemplative Mind in Higher Education]].

Contemplative methods may also be used by teachers in their preparation; [[Waldorf education]] was one of the pioneers of the latter approach. In this case, inspiration for enriching the content, format, or teaching methods may be sought through various practices, such as consciously reviewing the previous day's activities; actively holding the students in consciousness; and contemplating inspiring pedagogical texts. Zigler suggested that only through focusing on their own spiritual development could teachers positively impact the spiritual development of students.<ref>{{cite journal |last=Zigler |first=Ronald Lee |title=Tacit Knowledge and Spiritual Pedagogy |journal=Journal of Beliefs & Values: Studies in Religion and Education |year=1999 |volume=20 |issue=2 |pages=162–172 |doi=10.1080/1361767990200202}}</ref>