Abstract: Four accounts of intersubjective theory are explored as a means for providing distinctions that support the development of second-approache persons to the emerging field of contemplative education. Thich Nhat Hahn's interbeing, Christian De Quincey's three modes of intersubjective engagements, in addition to Wilber's five categories of intersubjectivity with consideration for how each contribute to further outlining second-person dimensions of contemplative education. ...
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