Education for Sustainable Consumption through Mindfulness Training: Development of a Consumption-Specific Intervention

Autor/inn/en	Stanszus, Laura; Fischer, Daniel; Böhme, Tina; Frank, Pascal; Fritzsche, Jacomo; Geiger, Sonja; Harfensteller, Julia; Grossman, Paul; Schrader, Ulf
Titel	Education for Sustainable Consumption through Mindfulness Training: Development of a Consumption-Specific Intervention
Quelle	In: Journal of Teacher Education for Sustainability, 19 (2017) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
Schlagwörter	Educational Practices; Sustainable Development; Relaxation Training; Intervention; Reflection; Case Studies; Holistic Approach; Stress Management; Curriculum Development; Ethics; Values; Affective Objectives; Learning Strategies; Behavior Change; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Bildungspraxis; Nachhaltige Entwicklung; Entspannungstraining; Case study; Fallstudie; Case Study; Holistischer Ansatz; Stressmanagement; Stressbewältigung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ethik; Wertbegriff; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Deutschland
Abstract	Several widespread approaches to Education for Sustainable Consumption (ESC) have emerged from the tradition of consumer information. A major shortcoming of such cognitive-focused approaches is their limited capacity to facilitate reflection on the affective processes underpinning people's engagement with consumption. More holistic pedagogies are thus needed to increase the effectiveness of ESC. The concept of mindfulness has recently received growing attention in research on sustainable consumption, given its potential to address both cognitive and affective processes and to stimulate reflection on the drivers of often routinized consumption practices. Despite this recent interest, mindfulness has to date not been systematically connected to ESC. This paper provides a reflexive case study of the development of mindfulness-based intervention (MBI) specifically tailored to ESC ("BiNKA-training"). It elaborates the conceptual connections between mindfulness and ESC, offers insights into the process of adapting MBI to ESC and concludes with lessons learnt and an outlook on future work seeking to tap the potential of MBIs to form more holistic approaches to sustainability education. (As Provided).
Anmerkungen	UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail: unescochair@du.lv; Web site: http://www.du.lv
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01