The context of this research study is in the class of a community college course, Interpersonal Communication, in which labyrinth walking, as a form of both active learning and contemplative practice, benefits students’ attention and cognition of course content. This study relates stress reduction to disciplining the cognitive domain for students to gain competencies in communication skills such as: building and maintaining relationships; resolving conflicts; and navigating communication under varying circumstances within realms of family, higher education, jobs, environmental factors, culture, diversity, health and wellness.
Setting another major course goal in addition to communication skill development is the cyclical learning experiences in self-awareness, self-knowledge, self-worth, self-acceptance, and ongoing self-reflection. This study reveals a progression of learning in the affective domain as well as the cognitive domain. The labyrinth serves as a metaphoric object of a general awareness level to a point where students begin to internalize or guide to both intrapersonal and interpersonal communication according to values of worth, acceptance, tolerance, empathy, and non-judgment of the Self and Other. This study is profitable as an additional collection and analysis of data supporting academic research and benefits of labyrinths in higher education.