教育中的正念:关键辩论和务实考虑

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Winky Lee, Christopher T. McCaw, Nicholas T. Van Dam
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引用次数: 0

摘要

正念几乎已成为现代教育的主流。然而,尽管学校对正念的热情令人难以置信,正念的应用也越来越广泛,但正念的倡导者和批评者之间仍然存在着巨大的分歧。倡导者认为,正念练习能促进个人和社会的健康与幸福。与此同时,批评者质疑在学校推广这些古老练习的意图及其社会和政治影响,认为正念所蕴含的佛教伦理与当代学校教育的新自由主义意识形态和工具主义格格不入。由于正念被商品化、工具化,并被用作急性应对的治疗工具,其促进人类成长和发展的更广泛潜力可能会受到损害。此外,有学者提醒说,正念研究刚刚起步,还有一些关键问题没有得到解答,特别是可能产生的负面影响。本文探讨了这些批评意见,提出了正念教育的三个关键考虑因素,并为教育领导者、政策制定者和利益相关者提出了切实可行的建议。我们的目标是让教育工作者和其他人能够在考虑发展需求和能力等具体因素的情况下,对正念在教育环境中的推广和整合做出判断,并提出建议,支持在教育中有效、合乎道德地实践正念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mindfulness in education: Critical debates and pragmatic considerations

Mindfulness has all but become a mainstay in modern education. Yet despite the incredible enthusiasm and increased application in schools, there remains significant divergence between advocates and critics. Advocates assert that mindfulness practice promotes individual and societal health and well-being. Meanwhile, critics question the intention and the social and political implications of promoting these ancient practices in schools, arguing that the Buddhist ethics underlying mindfulness remain incompatible with the neoliberal ideology and instrumentalism of contemporary schooling. As mindfulness has been commodified, instrumentalised and used as a therapeutic tool for acute coping, its broader potential for human growth and development may be undermined. Furthermore, scholars caution that the fledging nature of mindfulness research leaves critical questions unanswered, especially the potential for adverse effects. The work herein examines these critiques, presenting three critical considerations for mindfulness in education, and articulates practical recommendations for educational leaders, policy makers and stakeholders. We aim to empower educators and others to make judgements about the promotion and integration of mindfulness into educational settings, considering context-specific factors such as developmental needs and capacities, as well as recommendations to support effective and ethical practice of mindfulness in education.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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