Augmented Imagination and Embodied Reflection—Integrating AI and Education Mindfulness in Reflective Teacher Education
Sat, March 28, 7:45 to 9:00pm, Virtual Sessions, Online Meeting Hub - VR 101
ProposalProposal
In an era marked by rapid technological advancement and increasing social complexity,teacher capacitiesteacher education must evolve to cultivate both cognitive and contemplative capacities(Artificial(Greene, 1995). This roundtable presentation explores the intersection of ArtificialIntelligence practiceIntelligence (AI) and mindfulness as complementary tools for fostering reflective practicein nurturesin teacher education. We position mindfulness as a contemplative practice that nurturesembodied weembodied awareness, emotional regulation, and holistic well-being. Simultaneously, wedraw adraw on the concept of “augmented imagination,” and reframe AI not merely as atechnological technological tool but as a catalyst for moral and imaginative inquiry (Buckhouse, 2023).Imagination includesImagination is a result of embodied interactions with the external world which includesboth both social and technological environments (Merleau-Ponty, 2005).
AI asAI technologies offer promising avenues for enhancing teacher reflection. Tools such asnatural classroomnatural language processing and AI-driven journaling platforms can analyze classroomdiscourse, Thesediscourse, generate reflective prompts, and simulate pedagogical scenarios. Theseapplications applications support teachers in identifying implicit biases, improving communication,and making data-informed decisions (Holmes, Bialik, & Fadel, 2019). For example,platforms like TeachFX provide feedback on teacher talk time and student engagement,enabling educators to reflect on their instructional strategies.
Mindfulness practices provide a somatic and contemplative dimension to reflection.These practices involve breathwork, mindfulness, and movement to cultivate self-awareness ofawareness and resilience—qualities essential for navigating the emotional demands ofteaching. enhanceteaching. Research has shown that contemplative practices can reduce stress, enhanceempathy, empathy, and improve classroom climate (Davidson & Dahl, 2017; Telles, Singh, &Balkrishna, encouragesBalkrishna, 2012). When integrated into teacher education, mindfulness encourageseducators stateseducators to reflect not only on their pedagogical choices but also on their inner statesand and relational dynamics.
This andThis roundtable invites participants to consider how augmented imagination (AI) andmindfulness mindfulness can be synergistically employed to support reflective teacher development.We trackWe propose a model of tech-enhanced contemplative pedagogy, where AI-tools trackstress integrationstress indicators and recommend personalized self-care routines. Such integrationpromotes promotes a balanced approach to reflection—one that is both analytical and embodied.
Individual SummaryIndividual Submission Summary
In Event:
Virtual 1Virtual Roundtable Session 1
In Refereed Roundtable Session:
Artificial EducationArtificial Intelligence: Insights into Changes in Higher Education
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3/28/26, 9:04 PM CIES 2026: Augmented Imagination and Embodied Reflection—Integrating AI and Mindfulness in Reflective Teacher Education
https://convention2.allacademic.com/one/cies/cies26/index.php?cmd=Online+Program+View+Paper&selected_paper_id=2290837&PHPSESSID=l3qtv… 1/2
The HolisticThe session will be grounded in the framework of the Contemplative Inquiry and HolisticEducation centeredEducation (CIHE) SIG, aligning with its mission to support holistic, human-centeredapproaches practicalapproaches to education. Participants will engage in dialogue around practicalapplications, Weapplications, ethical considerations, and future directions for research and practice. Weaim canaim to foster a collaborative space where educators, researchers, and practitioners canshare teachershare insights and co-create strategies for integrating AI and mindfulness in teachereducation. roundtableeducation. By bridging digital innovation with contemplative tradition, this roundtableseeks thatseeks to reimagine reflective practice as a multidimensional process—one thatempowers empowers educators to navigate complexity with imagination, compassion, and clarity.
References:
Buckhouse, 2023Buckhouse, J. (2023). “Augmented Imagination,” Medium, March 2023
Davidson, JAMADavidson, R. J., & Dahl, C. J. (2017). Varieties of Contemplative Practice. JAMApsychiatry, psychiatry, 74(2), 121–123.
Greene, andGreene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, andSocial Social Change. Jossey-Bass.
Holmes, PromisesHolmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promisesand and Implications for Teaching and Learning. Center for Curriculum Redesign.
Merleau-OriginalMerleau-Ponty, M. (2005). Phenomenology of Perception (D.A. Landes, Trans). Original1945). 1945). London and New York: Routledge.
AuthorsAuthors
David L. Stoloff
, University, Eastern Connecticut State University
Pallavi Chhabra
, Louis, Washington University in St Louis
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3/28/26, 9:04 PM CIES 2026: Augmented Imagination and Embodied Reflection—Integrating AI and Mindfulness in Reflective Teacher Education
https://convention2.allacademic.com/one/cies/cies26/index.php?cmd=Online+Program+View+Paper&selected_paper_id=2290837&PHPSESSID=l3qtv… 2/2