Mindfulness as Self-Confirmation? An Exploratory Intervention Study on Potentials and Limitations of Mindfulness-Based Interventions in the Context of Environmental and Sustainability Education

Autor/inn/en	Frank, Pascal; Fischer, Daniel; Stanszus, Laura; Grossman, Paul; Schrader, Ulf
Titel	Mindfulness as Self-Confirmation? An Exploratory Intervention Study on Potentials and Limitations of Mindfulness-Based Interventions in the Context of Environmental and Sustainability Education
Quelle	In: Journal of Environmental Education, 52 (2021) 6, S.417-444 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frank, Pascal) ORCID (Fischer, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2021.1966352
Schlagwörter	Metacognition; Intervention; Program Effectiveness; Environmental Education; Sustainable Development; Consumer Economics; Consciousness Raising; Ethics; Schemata (Cognition); Stress Management; Training Methods; College Students; Employees; Well Being; Self Concept; Foreign Countries; Germany (Berlin) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Konsumökonomie; Bewusstseinsbildung; Ethik; Cognition; Schema; Kognition; Stressmanagement; Stressbewältigung; Didaktik; Trainingsmaßnahme; Collegestudent; Employee; Arbeitnehmer; Beschäftigter; Well-being; Wellness; Wohlbefinden; Selbstkonzept; Ausland
Abstract	Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was undertaken applying a pluralistic qualitative methods approach. Our results draw an ambivalent picture. On the one hand, we found that mindfulness training can connect individuals with inner states and processes that are also relevant to their consumer behavior, thus providing valuable impulses for ESE. On the other hand, however, these generic learning outcomes do not easily translate to consumptive acts. One explanation for this is that mindfulness practice can sometimes serve as a self-confirmation process that reinforces prevailing values, expectations, and intentions. This indicates important challenges mindfulness practice poses in ESE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01