[Paper Review] Classical physics and human embodiment: The role of contemplative practice in integrating formal theory and personal experience in the undergraduate physics curriculum

Zosia Krusberg, Meredith J. Ward|arXiv (Cornell University)|Apr 16, 2018

Neuroscience, Education and Cognitive FunctionNeuroscience26 references4 citations

TL;DR

This study introduces two contemplative practices—sensory meditation and contemplative videography—into the undergraduate physics curriculum to bridge formal theory and personal, embodied experience. Students reported heightened sensory awareness, physical embodiment, intrinsic motivation, and renewed curiosity, with many suddenly recognizing physics principles in daily life, suggesting contemplative practices can reverse the decline in students' perception of physics relevance after instruction.

ABSTRACT

One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between the fundamental principles of classical physics and their personal experience. Nonetheless, numerous studies have shown that students' awareness of such connections tends to deteriorate, sometimes substantially, following instruction. In this work, which constitutes the first analysis of the effects of contemplative practices on the learning experience in undergraduate physics courses, we present two practices aimed at integrating formal theory with students' personal, embodied experience: a sensory meditation and a contemplative videography. In written reflections on their experiences with the practices, the students expressed suddenly becoming aware of countless manifestations of formal physics principles in their surroundings, in an important step toward establishing firm connections between the abstract and the experiential. Furthermore, the students reported experiencing a sense of physical embodiment, heightened sensory awareness, somatic relaxation, and mental stillness, in significant contrast to their typical experience. Students also described experiencing insight about the essential role of observation in the scientific endeavor, a reawakened sense of curiosity, an intrinsic motivation to understand the observed physical phenomena, and a deepened awareness of their cognitive and emotional processes.

Motivation & Objective

• Address the persistent decline in students' perception of connections between physics principles and personal experience after formal instruction.
• Investigate whether contemplative practices can reestablish and deepen students' awareness of physics in everyday, embodied contexts.
• Explore the potential of mindfulness-based practices to enhance intrinsic motivation, sensory awareness, and cognitive-emotional reflection in physics education.
• Introduce novel pedagogical tools that integrate introspective awareness with formal physics learning, countering the trend of disconnection from lived experience in STEM education.

Proposed method

• Implement a sensory meditation practice where students focus attention on bodily sensations and environmental stimuli for 10–15 minutes, followed by written reflection.
• Conduct a contemplative videography exercise in which students record and reflect on physical phenomena in their environment using a mindful, observational lens.
• Collect and analyze written reflections from students across three institutions and three academic years to identify qualitative shifts in perception and awareness.
• Use thematic analysis of student reflections to identify recurring experiences related to embodiment, observation, curiosity, and motivation.
• Design practices to be non-didactic, emphasizing present-moment awareness rather than content mastery or performance.
• Integrate the practices into existing physics courses without altering formal curricula, ensuring ecological validity in real classroom settings.

Experimental results

Research questions

• RQ1 To what extent do contemplative practices help students reconnect formal physics concepts with their personal, embodied experiences?
• RQ2 How do students’ perceptions of observation and curiosity in science shift following engagement with contemplative practices?
• RQ3 In what ways do students report changes in sensory awareness, physical embodiment, and mental stillness after participating in these practices?
• RQ4 How do students’ reports of intrinsic motivation and cognitive-emotional awareness evolve after engaging with mindfulness-based physics exercises?
• RQ5 What role does contemplative practice play in reversing the documented decline in students’ belief in the relevance of physics to everyday life?

Key findings

• Students reported a sudden and profound awareness of physics principles—such as motion, force, and energy—manifesting in their everyday surroundings, indicating a reconnection between theory and experience.
• Many students described experiencing a heightened sense of physical embodiment and sensory awareness, in contrast to their typical state of mental distraction and sensory overload.
• Students reported significant reductions in stress and mental agitation, describing feelings of somatic relaxation and mental stillness after the practices.
• A majority expressed renewed curiosity about physical phenomena and intrinsic motivation to understand them, often describing this as a return to the initial wonder that inspired their interest in physics.
• Students developed greater awareness of their cognitive and emotional processes, including noticing mental patterns and emotional responses during scientific observation.
• Despite initial skepticism, most students found the practices valuable and enjoyable, with several explicitly stating they had underestimated the benefits before participating.