명상도서관
Emerging understandings of mindfulness through experiential awareness
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- 자료유형학술지논문
- 저자명Higgins, Joanna,Eden, Raewyn
- 학회/출판사/기관명Taylor & Francis
- 출판년도2018
- 언어영어
- 학술지명/학위논문주기Learning
- 발행사항Vol.4No.1[2018]_x000D_
- ISBN/ISSN2373-5082
- 소개/요약Mindfulness practices are increasingly used in classrooms to enhance the well-being dimensions of learning environments. New Zealand policy documents draw on a bicultural perspective that promotes a holistic framing of well-being. This paper will consider the transformative possibilities of a mindfulness-based breathing intervention in two New Zealand classrooms of students aged between 10 and 12 years old. Operational definitions of mindfulness include awareness of emotional, cognitive, and physical experiences rather than a focus on a state of mind. Using authentic inquiry, we draw on multi-theoretical and multi-methodological perspectives to explore observing/noticing/attending to sensations/perceptions/thoughts/feelings associated with a classroom mindfulness intervention. Specifically, we examine students’ increased awareness and evolving understandings of mind | body connections that emerged during cogenerative dialoguing. We found that students puzzled over whether it is possible to separate physical, mental and emotional states. We consider the implications of the mindfulness-breathing intervention in generating participants’ insights into well-being and wellness.
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