Exploring Chakra Model of Knowing, Becoming, and Valuing

Abstract

This introspective inquiry navigates onto-epistemological underpinnings and possibilities by embracing interconnected ways of knowing, becoming and valuing based on the chakra paradigm informed by Eastern wisdom contemplative traditions through the lens of critical spirituality. I unfold the phenomenology of learning and my embodied educational experiences nurtured and enriched by writing, reflecting and questioning my thoughts, beliefs, values, and assumptions, thereby exploring possibilities of epistemic humility. I theorize and philosophize the process of constructing knowledge by incorporating experiences and stories of my struggles and emotional resilience, thereby developing a living educational theory grounded in my contexts (but not limited to). The blend of epistemologies from Western-induced paradigms and Eastern Wisdom Traditions via the lens of critical spirituality informs a deeper and critical engagement to envision a living educational theory for creating a better school that ensures meaningful learning ambience by cultivating curiosity and nurturing critical and creative thinking of learners.