Overview
- Explores the links between mindfulness and education
- Offers a powerful argument for enhancing affective education at all levels
- Examines the connections between Buddhism and learning
- Provides a practical guide for teachers interested in mindfulness in schools and colleges
Part of the book series: Lifelong Learning Book Series (LLLB, volume 17)
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Table of contents (12 chapters)
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Front Matter
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Back Matter
Keywords
- Buddhist philosophy
- Buddhist tradition
- Ecclestone Hayes
- educational processes
- educational psychology
- educational theory
- emotional distress
- human emotions
- kabat-zinn
- learning
- learning programmes
- mindfulness
- mindfulness-based cognitive therapy
- nature of mindfulness
- philosophy of education
- post-compulsory education
- post-school learning
- spiritual education
- therapeutic turn
- therapy culture
- wellbeing
- western philosophy
About this book
In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task.
In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function – the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, he advances a powerful argument for redressing this imbalance by enhancing the affective domain of learning.
Mindfulness and Learning: Celebrating the Affective Dimension of Education shows how the concept and practice of ‘mindfulness’ – non-judgmental, present moment awareness and experience – can enrich learning at all levels. Mindfulness thus contributes to the enhanced achievement of general educational goals, and helps remedy the gross deficiency of the affective/emotional aspects of contemporary theory and practice.Â
The author outlines a mindfulness-based affective education (MBAE) programme and shows how it might be introduced into educational provision from the early years to adult education with a view to harmonising the cognitive-affective balance across the system.
Authors and Affiliations
Bibliographic Information
Book Title: Mindfulness and Learning
Book Subtitle: Celebrating the Affective Dimension of Education
Authors: Terry Hyland
Series Title: Lifelong Learning Book Series
DOI: https://doi.org/10.1007/978-94-007-1911-8
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2011
Hardcover ISBN: 978-94-007-1910-1Published: 21 August 2011
Softcover ISBN: 978-94-007-3729-7Published: 27 November 2013
eBook ISBN: 978-94-007-1911-8Published: 21 August 2011
Series ISSN: 1871-322X
Series E-ISSN: 2730-5325
Edition Number: 1
Number of Pages: XXII, 238
Topics: Lifelong Learning/Adult Education, Educational Psychology, Educational Philosophy, Religion and Education