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The Limits of Mindfulness: Emerging Issues for Education
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- 자료유형학술지논문
- 저자명Hyland, Terry
- 학회/출판사/기관명Taylor & Francis
- 출판년도2016
- 언어영어
- 학술지명/학위논문주기British journal of educational studies
- 발행사항Vol.64No.1[2016]_x000D_
- ISBN/ISSN0007-1005
- 소개/요약Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being. However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a reductionism and commodification – popularly labelled ‘McMindfulness’ – of the underpinning principles and ethical foundations of such practice which threatens to subvert and militate against the achievement of the original aims of MBIs in general and their educational function in particular. It is argued here that mindfulness practice needs to be organically connected to its spiritual roots if the educational benefits of such practice are to be fully realised.
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