Journal of Contemplative Inquiry


Despite recent advances in psychological theory and research, often empirical knowledge of intersubjectivity is not incorporated into teaching. In this paper we suggest that using the intersubjective space of the classroom can provide students with experiences of being known and “moments of meeting” which can result in transformative learning. Using a conceptual framework, we explore why being known is a relevant concept in education and contemplative pedagogy, and highlight student perspectives and an example from our own teaching. We suggest that contemplative pedagogical activities are inherently intersubjective, thereby providing opportunities for being known and educational moments of meeting.