Sentipensante Pedagogy

Sentipensante (sensing/thinking) Pedagogy was formally introduced in 2009 with the publication of Rendón’s book, Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation (Stylus, 2009) and can be described as

“representing the union and coexistence of two seemingly opposite concepts: the sentir of intuition, introspection, and the inner life and the pensar of intellectual development.”

At the time of publication, Sentipensante Pedagogy earned well-received reviews from the Hispanic Outlook and the Michigan Journal of Community Service Learning.

Recent scholarship explores the harmonic, integrative blend of sentir y pensar (feeling and thinking) aspects of sentipensante pedagogy as a deep learning experience that includes rigorous academics and contemplative practices. This pedagogic model also includes a social justice emphasis and points out the importance of attending to culturally diverse learning communities. Please click on the titles below to explore:

Embracing Contemplative Pedagogy in a Culturally Diverse Classroom, co-authored with Vijay Kanagala

Academics of the Heart: Maintaining Body, Soul, and Spirit

Cultivating Una Persona Educada: A Sentipensante (Sensing/Thinking) Vision of Education

Birthing Internal Images: Employing the Cajita Project as a Contemplative Activity in a College Classroom, co-authored with Vijay Kanagala

A long feature focus on Sentipensante Pedagogy in The National Teaching & Learning Forum


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