Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy: Experiments in a Curriculum for Miracles (2014) by Jackie Seidel and David W. Jardine

Seidel and Jardine's collection of reflections is the result of many years of research and K-12 classroom teaching experience.Seidel, a recipient of several teaching awards, has research interests that center in contemplative pedagogy, teacher education, ecopedagogy, children's literature, and curriculum studies. 1 Jardine's admirable academic career involves research in ecological thinking, classroom practice, and hermeneutics.They come together for Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy: Experiments in a Curriculum for Miracles to explore and examine three frameworks of instruction for inspiring and inquiring about the engaged classroom and an authentic experience within it.The authors examine ecological consciousness, Buddhist epistemologies, and hermeneutic interpretive inquiry and offer ways for both teachers and students to renew joy and passion in the classroom.They lay the groundwork for this reflection in the classroom saying that "so many teachers and students that we have worked with over many years have done beautiful work that calls out, over and over, 'we are here, we are here'" (p. 1).Seidel and Jardine begin with a lovely dedication to both David G. Smith and Peter Rilstone.Smith is a Professor of Secondary Education at the University of Alberta in Edmonton, Alberta with more than 20 years of research in the areas of curriculum and teacher education.The dedication Seidel and Jardine write for him indicate deep respect and gratitude.Both authors dedicate the book to Rilstone, an Alberta teacher, for the many years he taught them.The authors continue with an introduction outlining the motivating factor for the book, "to elaborate beautiful classroom work that we have witnessed over and over again, in every grade and every sort of school circumstance, over the past several years" (p.2).They go on to explain how the use of the three disciplines-ecology, Buddhism, and hermeneutics-can be beneficial and act as an "opening in the concert between teacher and student" (p.3). 2 As a higher education music educator and performer, this notion and image resonate deeply with me and offer meaning and clarity for the rationale of merging these three disciplines.Seidel and Jardine explain that these three roots can extend beyond the more traditional education literature.Perhaps if one is open to these ideas, they can "help break the discourse that has become moribund and stuck, and worse, dangerous" (p.2).Moving beyond the very clear and concise introduction, the authors divide the book into 16 chapters.Some of the chapters are written collaboratively, and others by

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