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Schooled in our own minds: mind-wandering and mindfulness in the makings of the curriculum
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- 자료유형학술지논문
- 저자명Ergas, Oren
- 학회/출판사/기관명Taylor & Francis
- 출판년도2018
- 언어영어
- 학술지명/학위논문주기Journal of curriculum studies
- 발행사항Vol.50No.1[2018]_x000D_
- ISBN/ISSN0022-0272
- 소개/요약Curriculum discourse focuses understandably, on the formal and enacted curriculum; however, studies demonstrate that much of individuals’ waking hours are spent in task-unrelated thinking and mind-wandering. No less, this pervasive phenomenon has been shown to affect us in many ways that can be linked to education. This paper examines this null-hidden inner curriculum that is enacted within students’ minds when they are not attentive to the formal/enacted curriculum. Drawing on a review of research in cognitive science, the paper develops a theory of ‘the mind as a curriculum deliberator’ and explains how the mind can be seen as ‘schooling itself’. Different states of mind such as mind-wandering, rumination and mindfulness are discussed in terms of their educational effects and a systematic framework that renders them in curricular terms is suggested. Based on this analysis, the paper aims to mobilize this inner curriculum from opaqueness and absence to a more explicit presence in curricular discourse, in an attempt to broaden our understanding of how the mind can both enhance and hinder education.
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