명상도서관
マインドフルネスの多様性に呼応する指導者養成の課題－UCLA Training in Mindfulness Facilitation（TMF）の経験を踏まえて1）－
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- 자료유형학술지논문
- 저자명池埜 聡内 田 範 子
- 학회/출판사/기관명
- 출판년도
- 언어일본어
- 학술지명/학위논문주기
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- ISBN/ISSN
- 소개/요약The purpose of this study is to present teacher training issues that can occur while establishing manifold mindfulness approaches. The objective was attained by exploring the author’s experience as a trainee in the one-year program named“Training in Mindfulness Facilitation (TMF).”The program was held by the Mindful Awareness Research Center, University of California, Los Angeles (UCLA). Through the method of semantic analysis of multiple resources relating to the TMF and several meetings of authors, it became possible to describe four aspects that are considered to embody the fundamental structure of TMF. These are 1) in -depth self-awareness, 2) the formation of a meaningful sangha through the practice of“Relational Mindfulness,”3) the embodiment of social justice originated from the sense of“Interbeing,”and 4) in-depth and long-term resonance with TMF teachers. These four features were described in more detail by contrasting them with the core structure of the teacher trainingpathway for the facilitation of Mindfulness-Based Cognitive Therapy (MBCT). The current study has delineated practical implications for future mindfulness teacher trainings that can educate mindful facilitators, who can be socially engaged, and both work with minorities as well as segregated populations.
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