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On the Contemporary Applications of Mindfulness: Some Implications for Education
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- 자료유형학술지논문
- 저자명Hyland, T.
- 학회/출판사/기관명Wiley-Blackwell
- 출판년도2015
- 언어영어
- 학술지명/학위논문주기Journal of philosophy of education
- 발행사항Vol.49No.2[2015]_x000D_
- ISBN/ISSN0309-8249
- 소개/요약Interest in the Buddhist concept of mindfulness has burgeoned over the last few decades as a result of its application as a therapeutic strategy in mind-body medicine, psychotherapy, psychiatry, education, leadership and management, and wide range of other theoretical and practical domains. Although many commentators welcome this extension of the range and application of mindfulness – drawing parallels between ancient contemplative traditions and modern secular interpretations – there has been very little analysis of either the philosophical underpinnings of this phenomenon or of its implications for education. This paper examines the new interpretations of mindfulness in the following areas – meaning and definition, ethical foundations and spiritual ethos – in an attempt to gain a clearer understanding of what is involved in the process of reconstructing the concept of mindfulness. In conclusion, some implications for learning and education are examined in the light of these recent re-interpretations of mindfulness principles and practices. A central thesis throughout is that – although there are many educational benefits of mindfulness in the areas of moral, affective and spiritual education – such potential gains require the maintenance of organic connections between contemporary practices and their foundations in secular Buddhism.
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