Curating the Liminal Space: Zen, Being Peace, and the Cultivation of Presence

Abstract

This dissertation was an extended meditation on the nature of the liminal space as an essential aspect of contemplative pedagogy. The liminal space pertains to place and time – a threshold, transitional, the in-between. The primary focus was on the post-secondary classroom, that is, the space between teacher and student, and between/among students. This research uncovered qualities of the liminal space that are physical, theological, pedagogical, aesthetic, metaphorical, and—most importantly—experientially transformative. As an interdisciplinary, literature-based project, the dissertation employed a/r/tography (artist/researcher/teacher) as its overarching methodology. The art form involved curating a bricolage of poetic ‘fragments’ with the intention of creating a gestalt—the illumination of the liminal space as more than the sum of its parts. The liminal space was explored through theological reflection and contemplative inquiry with what is known as ‘zen mind’ or ‘beginner’s mind’. The classroom was defined as a sanctuary and an ideal setting for art making as a contemplative practice—a place where beauty can flourish. The role of the contemplative educator was considered as one who embodies mindfulness and endeavours to facilitate classrooms as safe places for compassionate listening and non-violence. The cultivation of presence within the liminal space is an act of kindness and compassion—ultimately an act of peacemaking. Thus, the dissertation called for what are named as a pedagogy of witnessing, and a pedagogy of peace