Meditation as Education in the Present – A Dialogical-Pedagogical Perspective

Abstract: This paper examines meditation as an educational practice through a dialogical-pedagogical perspective, bringing Martin Buber’s philosophy of dialogue into conversation with Tibetan Buddhist contemplative traditions. It argues that both approaches share a common concern with the existential search for truth, the cultivation of authentic presence, and the reduction of human suffering through heightened awareness. Drawing on the teachings of Lama Rigdzin Shikpo and Lama Shenpen Hookham, meditation is interpreted as a process of perceptual practice that develops openness, clarity, and self-awareness. These insights are related to dialogic pedagogy, which emphasizes performative, phenomenological, and transcultural learning grounded in recognition of the Other. The paper further examines the epistemological and practical limits of dialogic pedagogy, arguing that rational reflection alone is insufficient for authentic educational transformation. By integrating embodied awareness with dialogical encounter, both Buber’s philosophy and Tibetan Buddhist meditation challenge objectifying modes of perception and emphasize the educational significance of the present moment. The study concludes that meditation can be understood not merely as a contemplative technique but as a dialogical educational practice that fosters ethical responsiveness, self-knowledge, and meaningful relationships in contemporary adult education.