Literaturnachweis - Detailanzeige
Autor/inn/en | Sellman, Edward M.; Buttarazzi, Gabriella F. |
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Titel | Adding Lemon Juice to Poison -- Raising Critical Questions about the Oxymoronic Nature of Mindfulness in Education and Its Future Direction |
Quelle | In: British Journal of Educational Studies, 68 (2020) 1, S.61-78 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sellman, Edward M.) ORCID (Buttarazzi, Gabriella F.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-1005 |
DOI | 10.1080/00071005.2019.1581128 |
Schlagwörter | Metacognition; Intervention; Neoliberalism; Futures (of Society); Interpersonal Relationship; Power Structure; Well Being; Social Change; Personal Autonomy; Role; Psychology; Consciousness Raising; Coping; Teaching Methods; Spiritual Development; Mental Health; Definitions; Ethics; Learning Processes Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Neo-liberalism; Neoliberalismus; Future; Society; Zukunft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Well-being; Wellness; Wohlbefinden; Sozialer Wandel; Individuelle Autonomie; Rollen; Psychologie; Bewusstseinsbildung; Bewältigung; Teaching method; Lehrmethode; Unterrichtsmethode; Psychohygiene; Begriffsbestimmung; Ethik; Learning process; Lernprozess |
Abstract | This article seeks to amplify debates concerning the application of mindfulness based interventions (MBIs) to schools and other places of learning by deepening a number of conceptual, methodological and implementational issues. It argues that the pursuit of the by-products of mindfulness, enhanced focus and well-being serve a neoliberal agenda for education. This is lemon-juice to poison as it encourages students to accept and cope with oppressive structures partially responsible for suffering in society rather than develop the deepened awareness necessary to challenge and transform them. Reconnecting mindfulness with its original meaning of remembrance and discernment is highlighted as a means for engaging students with more agentic possibilities. The article begins to make the case for mindfulness as education, rather than mindfulness in education, realised as an embodied approach rather than psychological intervention with key roles for contemplative pedagogy and mindful inter-personal relationships. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |