Deborah Orr
Associate Professor
Office: McLaughlin College, 044
Phone: 416-736-2100 Ext: 77024
Email: dorr@yorku.ca
Attached CV
Professor Deborah Orr is an Associate Professor in the Division of Humanities and the Humanities Graduate Program and in the Graduate Program in Humanities, Religion, Values and Culture Field. Her research and teaching bring a philosophical perspective to issues in the areas of gender, ethics, embodiment, spirituality, and pedagogy. Deborah has been active in organizing a series of conferences on holistic teaching and learning. She also teaches Iyengar method yoga, meditation, and philosophy.
Professor Deborah Orr is appointed to the Division of Humanities and the Humanities Graduate Studies Faculty. Her discipline is philosophy. Her Master’s thesis is "Verstehen: A Critical Study of Dilthey’s Epistemology and Methodology", and her doctoral thesis is on "Concepts of Understanding in the Philosophy of Ludwig Wittgenstein’s Mature Period". She is currently working on a book about the uses of yoga, including mindfulness practices, in teaching and learning with the working title "Thinking Outside the Academic Box".
Deborah’s research and teaching bring a philosophical perspective to issues in the areas of gender, ethics, embodiment, spirituality, and pedagogy, especially the interface between these and mindfulness practice.
Her Current Teaching is: Huma1951 9.0 "Introduction to Gender: History, Culture and Ideology" and GS/Huma6154 3.0 "Introduction to Mindfulness" Understanding and Using Mindfulness in the Professions"
Deborah has been active in organizing a series of conferences on holistic teaching and learning. She has offered a range of sessions at the conferences, including the pre-conference session, “Mindfulness in Anti-Oppressive Teaching and Learning” at the Sixth Conference in 2007. The Ninth International Holistic Learning Conference will be held at Geneva Park, Orillia in October, 2013. Information on the upcoming conference will be posted as it becomes available on the website: http://www.astralsite.com/holistic.
Deborah sits on the editorial board of 'Other Education"
Deborah also teaches Iyengar method yoga, meditation, and philosophy in various non-academic venues in Toronto. Some Recent Publications: Chapters in Books: (2018 Forthcoming) . “Ethics, Mindfulness and Skillfulness”, Singh, Nirbhay, Ron Purser, Steven Stanley (Eds.). Handbook of Ethical Foundations of Mindfulness. New York: Springer. 2017. “Nature, Human Nature and Human-as-Nature: For Cecil”, Olen Gunnlaugsan, Ed Sarath, Heesoon Bai and Charles Scott (Eds.). Intersubjective Turn in Contemplative Education: Shared Approaches for Contemplative Learning & Inquiry Across Disciplines. New York: SUNY 2017. “Meditating with Wittgenstein: Constructing and Deconstructing the Language-games of Masculinity”, Peters, Michael A. and Jeff Stickney (Eds.) A Companion to Wittgenstein on Education: Pedagogical Investigations. New York: Springer.
Degrees
1985. Ph.D., York University, Department of Philosophy1979. M.A., York University, Department of Philosophy
1973. B.A. (Hons.)., York University, Department of Psychology
Professional Leadership
Development of Mindfulness and Contemplative Education website This website is designed to provide opportunities for connection and collaboration and is open to all students, researchers and academics interested in any aspect of contemplative education. Registration is free and full professional information, announcements and other information can be posted.
Community Contributions
Extra-University Community Service:
Iyengar Yoga School of Toronto, “The Ethics of Patajali’s Classical Yoga, 2008 – 2011.
Iyengar Yoga School of Toronto, “The Philosophy of Classical Yoga: Patajali’s Yoga Sutra, 2006-07
Iyengar Yoga School of Toronto, “The Philosophy of Classical Yoga: Patajali’s Yoga Sutra, January 2006 – June, 2006.
Yoga Instructor, Iyengar Yoga School of Toronto, October 2005 – present.
Yoga Instructor, Parks and Recreation Toronto, 1998 - present
Chair, Newsletter Committee, Yoga Centre Toronto, 1996-1999
Editor, The Yoga Flyer, 1996-1999
Yoga Teaching, various venues, 1997 - present
Research Interests
Current Research Projects
-
Description:
The Mindfulness and Contemplative Education Website, is an interactive site for teachers, academics, researchers and students who are utilizing,researching or interested in learning about mindfulness and other contemplative processes in teaching and learning. Registration and all uses are free. Members can post full information about themselves and their work, announce upcoming events, new publications, calls for papers, etc. and can also join a discussion forum or simply contact others who share their interests. We are rapidly populating and developing an international membership.
-
Summary:
This anthology will be comprised of the writings of graduate and recent graduate students on Contemplative education with a focus on mindfulness as it relates to developing a sustainable future. Note that the book title has been changed to more accurately reflect its focus.
Description:See the book call on the Mindfulness and Contemplative Education website: http://www.contemplativeeducation.ca Students Learning for a Contemplative Future Society has developed a rapidly increasing interest in contemplative practices and spiritual experiences both outside of and within traditional educational establishments. Many students at all levels are now being taught a wide range of these practices in the classroom. Some are simply introduced, for instance, to mindfulness techniques for the purpose of developing the ability to enhance studying and to cope more effectively with the stresses of their lives and education. In other classrooms their introduction includes practices to develop the insights and creativity needed to develop new ways of personal being and to bring about change in their area of study or performance. In other courses, students engage in advanced and in-depth study of traditional texts and techniques, often with a focus specifically on applying them to their professional interests. Their experiences and learning in all of these classrooms will influence the work for which they are preparing and the world that work will impact. While it is not the purpose of contemplative practices and non-religious spirituality to impart an ideology, a moral code or a particular prescription for the future, they can and do provide the tools with which students and citizens can challenge and change the status quo. There is now a burgeoning resource of books, journals and conferences devoted to these practices and their educational uses. These, of course, are typically produced by academics and researchers. They address a multitude of issues in the areas of pedagogic theory and praxis, the analysis and contemporary utilization of these practices, their challenges to the prevailing concepts of the autonomous individual and her/his isolated ego, applications to specific disciplinary areas and much else. Many millennia of practice as well as contemporary research shows clearly that contemplative practices have the ability to challenge students’ relationship with their socio-cultural and ecological environment by fostering greater self-understanding and awareness of one’s interconnectedness with others and the world at large. Available academic resources in these and other areas are essential to the ongoing development of this innovative pedagogy and the changes in students it can foster. But what is often missing is the students’ perspective on their own learning experiences, personal development and visions of a new future for themselves, their broader community and the ecology. This volume is designed to address that lacuna. Of special interest will be students’ plans for the applications of what they are now learning they anticipate making as they develop their careers and thus impact their world. This anthology will provide an opportunity for students’ voices to be heard. In the course of their academic work they research, experiment with and develop new approaches to addressing a wide range of issues. In doing this they not only undergo personal change, they also often cross the boundaries of the silos in which academic work is typically confined. We welcome work which engages multiple intellectual sites, media, creative arts and other areas to produce enhanced modes of understanding and innovate approaches to the future. Much of the work by students is of exceptional quality. This volume will provide an opportunity for it to address the most promising recent developments in pedagogy and to reach a broader readership beyond their teachers and classmates. SUBMISSIONS Since this book will be adventurous in breaking traditional boundaries of academic discourse and critiquing established cultural and social practices, it will be of interest to a broad readership. Teachers and faculty at all levels, upper level undergraduates and graduate students will find works of interest here. We also aim to engage those outside of the academic environment who are utilizing contemplative practices in any manner in the particular areas in which they work. These would include, for instance, global warming, wealth and income disparities, preparing students for precarious work, social work, addressing poverty, psychotherapy, and a wide range of others. We are also pleased to accept different mediums of work. Apart from essays, we will be publishing anecdotes, case-studies and projects/experiments that revolve around the subject matter. Artistic expression of the above-mentioned subject-matter is also encouraged. Below we have provided a working Table of Contents. It will be focused once we received the work to be included in the volume; this is provisional and not meant to confine the contributor’s discourse. As indicated, it is well recognized that the silos created by academic disciplines can both hinder and distort the understanding of issues and hence greatly restrict the efficacy of attempts to address them. We encourage writers to transgress these boundaries as they seek deeper and more comprehensive understanding and more creative approaches
Approach to Teaching
Undergraduate Teaching:
Courses Directed:
( i) Associate Professor:
AP/HUMA1951 9.0 Introduction to Gender: History, Culture and Ideology 2013-14, 2014 – 2015, 2016-2017; 2017-18; 2018 - 2019
AS/HUMA19509.0A Concepts of Male and Female in the West Fall/Winter 2007-08; 2008-09; 2009-2010, 2011 – 2012, 2012.
AS/HUMA19509.0 Concepts of Male and Female in the West Summer 2007, 2008, 2009, 2010, 2011, 2012.
AS/HUMA4130.6 Embodied Understanding: Integrating Mind, Body and Soul Fall/Winter 2007-08; 2008-09, 2010-11, 2011-12, 2013 -14.
( ii) Assistant Professor:
AS/HUMA 4130.06 Embodied Understanding: Integrating Mind, Body and Soul, 2004-05
AS/HUMA 1950.6/ 19509.0 Concepts of Male and Female, 1997-8, 2000 – 2007
AS/HUMA 1810.06 Knowledge of Good and Evil, 1991-95
ATK/HUMA 1830.06 Concepts of Male and Female, 1999, 2000
AS/HUMA 1950.06 Concepts of Male and Female, 1991-97
AS/HUMA 2930.06 On Woman, 1990-91
ATK/HUMA 2619.06 Studies in Moral Themes and Values, 1992-98
ATK/HUMA 3610.06 Perspectives on Morality, 1990-91
AS/HUMA 3950.06 Gender and Morality, 1993-98, 2000 - 2008.
(iii) Outreach:
AS/HUMA 1810.06 Knowledge of Good and Evil, Barrie, 1985-86
AK/HUMA 1830.06 Concepts of Male and Female, Markham, 1986
( iv) ESL Courses:
AK/Eng 1400.06 Critical Reading, Writing and Thinking, 1987-91
AS/SocSci 1140.06 Self, Culture and Society, 1985-91
( v) Critical Skills Courses:
AK/Eng 1400 Critical Reading, Writing and Thinking, 1987-91 (also under ESL Courses)
AS/BC1660.06 The Concept of Success, 1983-86
AS/BC1760.06 Religion and Revolution, 1984-86
( vi) Other Courses Directed:
AK/HUMA 1720.06 The Roots of Western Culture: The Modern Period (Ca. 1500-1900), 1990-91
AK/SocSci 1920.06 Male-Female Relations, 1988-90
AK/SocSci 1760.06 People in Society, 1984-89
AK/HUMA 1760.06 Freedom and the Individual, 1983-89
AK/SocSci 1720.06 Social, Political and Economic Themes in Western Civilization, 1987
Curriculum/Course Development:
( i) New Course Design:
AP/HUMA1951 9.0 Introduction to Gender: History, Culture and Ideology 2013.
GS/HUMA 6154. 3 “Introduction to Mindfulness”, 2012.
AS/HUMA 4130 Embodied Understanding: Integrating Body, Mind, and Spirit, 2004.
AS/HUMA 3950.06 Gender and Morality, 1993.
ATK/HUMA 3610.06 Perspectives on Morality, 1990.
AS/BC 1760.06 Religion and Revolution, 1983.
( ii) Critical Skills Course Development:
AS/BC 1660.06 The Concept of Success, 1985.
AS/BC 1760.06 Religion and Revolution, 1985.
Graduate Teaching:
( i) Graduate Courses”
GS HUMA 6154.3 Introduction to Mindfulness, W/2015, W/2018, W/2019.
Training:
Iyengar Yoga Instructor Training, Yoga Centre Toronto 1996-1999
Ongoing Yoga Training
Ongoing Buddhist Meditation Training
Professor Deborah Orr is an Associate Professor in the Division of Humanities and the Humanities Graduate Program and in the Graduate Program in Humanities, Religion, Values and Culture Field. Her research and teaching bring a philosophical perspective to issues in the areas of gender, ethics, embodiment, spirituality, and pedagogy. Deborah has been active in organizing a series of conferences on holistic teaching and learning. She also teaches Iyengar method yoga, meditation, and philosophy.
Professor Deborah Orr is appointed to the Division of Humanities and the Humanities Graduate Studies Faculty. Her discipline is philosophy. Her Master’s thesis is "Verstehen: A Critical Study of Dilthey’s Epistemology and Methodology", and her doctoral thesis is on "Concepts of Understanding in the Philosophy of Ludwig Wittgenstein’s Mature Period". She is currently working on a book about the uses of yoga, including mindfulness practices, in teaching and learning with the working title "Thinking Outside the Academic Box".
Deborah’s research and teaching bring a philosophical perspective to issues in the areas of gender, ethics, embodiment, spirituality, and pedagogy, especially the interface between these and mindfulness practice.
Her Current Teaching is: Huma1951 9.0 "Introduction to Gender: History, Culture and Ideology" and GS/Huma6154 3.0 "Introduction to Mindfulness" Understanding and Using Mindfulness in the Professions"
Deborah has been active in organizing a series of conferences on holistic teaching and learning. She has offered a range of sessions at the conferences, including the pre-conference session, “Mindfulness in Anti-Oppressive Teaching and Learning” at the Sixth Conference in 2007. The Ninth International Holistic Learning Conference will be held at Geneva Park, Orillia in October, 2013. Information on the upcoming conference will be posted as it becomes available on the website: http://www.astralsite.com/holistic.
Deborah sits on the editorial board of 'Other Education"
Deborah also teaches Iyengar method yoga, meditation, and philosophy in various non-academic venues in Toronto. Some Recent Publications: Chapters in Books: (2018 Forthcoming) . “Ethics, Mindfulness and Skillfulness”, Singh, Nirbhay, Ron Purser, Steven Stanley (Eds.). Handbook of Ethical Foundations of Mindfulness. New York: Springer. 2017. “Nature, Human Nature and Human-as-Nature: For Cecil”, Olen Gunnlaugsan, Ed Sarath, Heesoon Bai and Charles Scott (Eds.). Intersubjective Turn in Contemplative Education: Shared Approaches for Contemplative Learning & Inquiry Across Disciplines. New York: SUNY 2017. “Meditating with Wittgenstein: Constructing and Deconstructing the Language-games of Masculinity”, Peters, Michael A. and Jeff Stickney (Eds.) A Companion to Wittgenstein on Education: Pedagogical Investigations. New York: Springer.
Degrees
1985. Ph.D., York University, Department of Philosophy1979. M.A., York University, Department of Philosophy
1973. B.A. (Hons.)., York University, Department of Psychology
Professional Leadership
Development of Mindfulness and Contemplative Education website This website is designed to provide opportunities for connection and collaboration and is open to all students, researchers and academics interested in any aspect of contemplative education. Registration is free and full professional information, announcements and other information can be posted.
Community Contributions
Extra-University Community Service:
Iyengar Yoga School of Toronto, “The Ethics of Patajali’s Classical Yoga, 2008 – 2011.
Iyengar Yoga School of Toronto, “The Philosophy of Classical Yoga: Patajali’s Yoga Sutra, 2006-07
Iyengar Yoga School of Toronto, “The Philosophy of Classical Yoga: Patajali’s Yoga Sutra, January 2006 – June, 2006.
Yoga Instructor, Iyengar Yoga School of Toronto, October 2005 – present.
Yoga Instructor, Parks and Recreation Toronto, 1998 - present
Chair, Newsletter Committee, Yoga Centre Toronto, 1996-1999
Editor, The Yoga Flyer, 1996-1999
Yoga Teaching, various venues, 1997 - present
Research Interests
Current Research Projects
-
Description:
The Mindfulness and Contemplative Education Website, is an interactive site for teachers, academics, researchers and students who are utilizing,researching or interested in learning about mindfulness and other contemplative processes in teaching and learning. Registration and all uses are free. Members can post full information about themselves and their work, announce upcoming events, new publications, calls for papers, etc. and can also join a discussion forum or simply contact others who share their interests. We are rapidly populating and developing an international membership.
-
Summary:
This anthology will be comprised of the writings of graduate and recent graduate students on Contemplative education with a focus on mindfulness as it relates to developing a sustainable future. Note that the book title has been changed to more accurately reflect its focus.
Description:See the book call on the Mindfulness and Contemplative Education website: http://www.contemplativeeducation.ca Students Learning for a Contemplative Future Society has developed a rapidly increasing interest in contemplative practices and spiritual experiences both outside of and within traditional educational establishments. Many students at all levels are now being taught a wide range of these practices in the classroom. Some are simply introduced, for instance, to mindfulness techniques for the purpose of developing the ability to enhance studying and to cope more effectively with the stresses of their lives and education. In other classrooms their introduction includes practices to develop the insights and creativity needed to develop new ways of personal being and to bring about change in their area of study or performance. In other courses, students engage in advanced and in-depth study of traditional texts and techniques, often with a focus specifically on applying them to their professional interests. Their experiences and learning in all of these classrooms will influence the work for which they are preparing and the world that work will impact. While it is not the purpose of contemplative practices and non-religious spirituality to impart an ideology, a moral code or a particular prescription for the future, they can and do provide the tools with which students and citizens can challenge and change the status quo. There is now a burgeoning resource of books, journals and conferences devoted to these practices and their educational uses. These, of course, are typically produced by academics and researchers. They address a multitude of issues in the areas of pedagogic theory and praxis, the analysis and contemporary utilization of these practices, their challenges to the prevailing concepts of the autonomous individual and her/his isolated ego, applications to specific disciplinary areas and much else. Many millennia of practice as well as contemporary research shows clearly that contemplative practices have the ability to challenge students’ relationship with their socio-cultural and ecological environment by fostering greater self-understanding and awareness of one’s interconnectedness with others and the world at large. Available academic resources in these and other areas are essential to the ongoing development of this innovative pedagogy and the changes in students it can foster. But what is often missing is the students’ perspective on their own learning experiences, personal development and visions of a new future for themselves, their broader community and the ecology. This volume is designed to address that lacuna. Of special interest will be students’ plans for the applications of what they are now learning they anticipate making as they develop their careers and thus impact their world. This anthology will provide an opportunity for students’ voices to be heard. In the course of their academic work they research, experiment with and develop new approaches to addressing a wide range of issues. In doing this they not only undergo personal change, they also often cross the boundaries of the silos in which academic work is typically confined. We welcome work which engages multiple intellectual sites, media, creative arts and other areas to produce enhanced modes of understanding and innovate approaches to the future. Much of the work by students is of exceptional quality. This volume will provide an opportunity for it to address the most promising recent developments in pedagogy and to reach a broader readership beyond their teachers and classmates. SUBMISSIONS Since this book will be adventurous in breaking traditional boundaries of academic discourse and critiquing established cultural and social practices, it will be of interest to a broad readership. Teachers and faculty at all levels, upper level undergraduates and graduate students will find works of interest here. We also aim to engage those outside of the academic environment who are utilizing contemplative practices in any manner in the particular areas in which they work. These would include, for instance, global warming, wealth and income disparities, preparing students for precarious work, social work, addressing poverty, psychotherapy, and a wide range of others. We are also pleased to accept different mediums of work. Apart from essays, we will be publishing anecdotes, case-studies and projects/experiments that revolve around the subject matter. Artistic expression of the above-mentioned subject-matter is also encouraged. Below we have provided a working Table of Contents. It will be focused once we received the work to be included in the volume; this is provisional and not meant to confine the contributor’s discourse. As indicated, it is well recognized that the silos created by academic disciplines can both hinder and distort the understanding of issues and hence greatly restrict the efficacy of attempts to address them. We encourage writers to transgress these boundaries as they seek deeper and more comprehensive understanding and more creative approaches
All Publications
Approach to Teaching
Undergraduate Teaching:
Courses Directed:
( i) Associate Professor:
AP/HUMA1951 9.0 Introduction to Gender: History, Culture and Ideology 2013-14, 2014 – 2015, 2016-2017; 2017-18; 2018 - 2019
AS/HUMA19509.0A Concepts of Male and Female in the West Fall/Winter 2007-08; 2008-09; 2009-2010, 2011 – 2012, 2012.
AS/HUMA19509.0 Concepts of Male and Female in the West Summer 2007, 2008, 2009, 2010, 2011, 2012.
AS/HUMA4130.6 Embodied Understanding: Integrating Mind, Body and Soul Fall/Winter 2007-08; 2008-09, 2010-11, 2011-12, 2013 -14.
( ii) Assistant Professor:
AS/HUMA 4130.06 Embodied Understanding: Integrating Mind, Body and Soul, 2004-05
AS/HUMA 1950.6/ 19509.0 Concepts of Male and Female, 1997-8, 2000 – 2007
AS/HUMA 1810.06 Knowledge of Good and Evil, 1991-95
ATK/HUMA 1830.06 Concepts of Male and Female, 1999, 2000
AS/HUMA 1950.06 Concepts of Male and Female, 1991-97
AS/HUMA 2930.06 On Woman, 1990-91
ATK/HUMA 2619.06 Studies in Moral Themes and Values, 1992-98
ATK/HUMA 3610.06 Perspectives on Morality, 1990-91
AS/HUMA 3950.06 Gender and Morality, 1993-98, 2000 - 2008.
(iii) Outreach:
AS/HUMA 1810.06 Knowledge of Good and Evil, Barrie, 1985-86
AK/HUMA 1830.06 Concepts of Male and Female, Markham, 1986
( iv) ESL Courses:
AK/Eng 1400.06 Critical Reading, Writing and Thinking, 1987-91
AS/SocSci 1140.06 Self, Culture and Society, 1985-91
( v) Critical Skills Courses:
AK/Eng 1400 Critical Reading, Writing and Thinking, 1987-91 (also under ESL Courses)
AS/BC1660.06 The Concept of Success, 1983-86
AS/BC1760.06 Religion and Revolution, 1984-86
( vi) Other Courses Directed:
AK/HUMA 1720.06 The Roots of Western Culture: The Modern Period (Ca. 1500-1900), 1990-91
AK/SocSci 1920.06 Male-Female Relations, 1988-90
AK/SocSci 1760.06 People in Society, 1984-89
AK/HUMA 1760.06 Freedom and the Individual, 1983-89
AK/SocSci 1720.06 Social, Political and Economic Themes in Western Civilization, 1987
Curriculum/Course Development:
( i) New Course Design:
AP/HUMA1951 9.0 Introduction to Gender: History, Culture and Ideology 2013.
GS/HUMA 6154. 3 “Introduction to Mindfulness”, 2012.
AS/HUMA 4130 Embodied Understanding: Integrating Body, Mind, and Spirit, 2004.
AS/HUMA 3950.06 Gender and Morality, 1993.
ATK/HUMA 3610.06 Perspectives on Morality, 1990.
AS/BC 1760.06 Religion and Revolution, 1983.
( ii) Critical Skills Course Development:
AS/BC 1660.06 The Concept of Success, 1985.
AS/BC 1760.06 Religion and Revolution, 1985.
Graduate Teaching:
( i) Graduate Courses”
GS HUMA 6154.3 Introduction to Mindfulness, W/2015, W/2018, W/2019.
Training:
Iyengar Yoga Instructor Training, Yoga Centre Toronto 1996-1999
Ongoing Yoga Training
Ongoing Buddhist Meditation Training
