Jane E. Dalton, Ph.D. is an associate professor of Art Education at the University of North Carolina at Charlotte, where she teaches graduate and undergraduate students in K12 art education and studio art courses.

Maureen P. Hall, Ph.D. is a professor of Education at the University of Massachusetts Dartmouth, where she teaches graduate and undergraduate students in the teacher preparation program.

Catherine E. Hoyser, Ph. D. is professor of English and Director of Women's and Gender Studies at the University of Saint Joseph in West Hartford, Connecticut, where she teaches British cultural studies and gender studies.

Foreword

Michael A. Franklin

Acknowledgement

Introduction

Jane E. Dalton, University of North Carolina at Charlotte, North Carolina

Maureen P. Hall, University of Massachusetts, Dartmouth, Massachusetts

Catherine E. Hoyser, University of St. Joseph, West Hartford, Connecticut

Chapter 1- An Ancient Monastic Practice: Reviving it for a Modern World

Jane E. Dalton, University of North Carolina Charlotte at Charlotte, North Carolina

Maureen P. Hall, University of Massachusetts, Dartmouth, Massachusetts

Catherine Hoyser, University of St. Joseph, West Hartford, Connecticut

Libby Falk Jones, Berea College, Berea, Kentucky

Chapter 2- Embodying Deep Reading: Mapping Life Experiences through Lectio Divina

Maureen P. Hall, University of Massachusetts, Dartmouth, Massachusetts

Chapter 3- Image and Text: Toward Inner and Outer Wholeness

Jane E. Dalton, University of North Carolina at Charlotte

Chapter 4- Lectio Divina and Story-to-Poem Conversion as Tools for Transformative Education

Catherine E. Hoyser, University of St. Joseph, West Hartford, Connecticut

Chapter 5- Reading the Word, the Self, the World: Lectio and Visio Divina as a Gateway to Intellectual and Personal Growth

Libby Falk Jones, Berea College, Berea, Kentucky

Chapter 6- "Writing about Yoga": Lectio Divina and the Awakening of the Soul

Mary Keator, Westfield State University, Westfield, Massachusetts

Chapter 7- Lectio Divina as Contemplative, Anti-Oppressive Pedagogy in Social Justice Education Courses

Elizabeth Hope Dorman, Fort Lewis College, Durango, Colorado

Chapter 8- Embodied Justice: We Are The Divine Text

Vajra Watson, University of California, Davis, California

Chapter 9- The Restorative Power of Lectio Divina and the Arts for University Lecturers

Daphne Loads, University of Edinburgh, Edinburgh, Scotland

About the Editors

About the Contributors