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Mindfulness-based interventions and the affective domain of education
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- 자료유형학술지논문
- 저자명Hyland, T.
- 학회/출판사/기관명Taylor & Francis
- 출판년도2014
- 언어영어
- 학술지명/학위논문주기Educational studies
- 발행사항Vol.40No.3[2014]_x000D_
- ISBN/ISSN0305-5698
- 소개/요약Thanks largely to the work of Kabat-Zinn and associates applications of mindfulness- based practices have grown exponentially over the last decade or so, particularly in the fields of education, psychology, psychotherapy and mind–body health. Having its origins in Buddhist traditions, the more recent secular and therapeutic applications of the basic notion of impartial present-moment attention have been shown to have far-reaching implications for all aspects of learning and education. It is argued that mindfulness practice has much to contribute to the neglected area of affective education in the UK system and that – in addition to enhancing learning in the crucial sphere of the education of the emotions – it can also provide a foundation for more general cognitive development. In addition to philosophical arguments, reference is made to research studies of mindfulness-based educational practices in America and Britain. Keywords: mindfulness; affective education; education of the emotions; therapeutic education; Buddhism and education
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