正念是自我确认吗?环境与可持续发展教育背景下基于正念干预的潜力和局限性的探索性干预研究

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Pascal Frank, Daniel Fischer, L. Stanszus, P. Grossman, Ulf Schrader
{"title":"正念是自我确认吗?环境与可持续发展教育背景下基于正念干预的潜力和局限性的探索性干预研究","authors":"Pascal Frank, Daniel Fischer, L. Stanszus, P. Grossman, Ulf Schrader","doi":"10.1080/00958964.2021.1966352","DOIUrl":null,"url":null,"abstract":"Abstract Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was undertaken applying a pluralistic qualitative methods approach. Our results draw an ambivalent picture. On the one hand, we found that mindfulness training can connect individuals with inner states and processes that are also relevant to their consumer behavior, thus providing valuable impulses for ESE. On the other hand, however, these generic learning outcomes do not easily translate to consumptive acts. One explanation for this is that mindfulness practice can sometimes serve as a self-confirmation process that reinforces prevailing values, expectations, and intentions. This indicates important challenges mindfulness practice poses in ESE.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"417 - 444"},"PeriodicalIF":1.7000,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education\",\"authors\":\"Pascal Frank, Daniel Fischer, L. Stanszus, P. Grossman, Ulf Schrader\",\"doi\":\"10.1080/00958964.2021.1966352\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was undertaken applying a pluralistic qualitative methods approach. Our results draw an ambivalent picture. On the one hand, we found that mindfulness training can connect individuals with inner states and processes that are also relevant to their consumer behavior, thus providing valuable impulses for ESE. On the other hand, however, these generic learning outcomes do not easily translate to consumptive acts. One explanation for this is that mindfulness practice can sometimes serve as a self-confirmation process that reinforces prevailing values, expectations, and intentions. This indicates important challenges mindfulness practice poses in ESE.\",\"PeriodicalId\":47893,\"journal\":{\"name\":\"Journal of Environmental Education\",\"volume\":\"52 1\",\"pages\":\"417 - 444\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2021-09-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Environmental Education\",\"FirstCategoryId\":\"93\",\"ListUrlMain\":\"https://doi.org/10.1080/00958964.2021.1966352\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Environmental Education","FirstCategoryId":"93","ListUrlMain":"https://doi.org/10.1080/00958964.2021.1966352","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 6

摘要

摘要在过去的二十年里,正念冥想在学术界和各个实践领域越来越受到关注。最近,它还被引入环境和可持续发展教育(ESE)环境中。本研究首次对特定消费的正念训练的学习者体验进行了探索性调查。对25名培训参与者进行了半结构化访谈。采用多元定性方法进行数据分析。我们的结果描绘了一幅矛盾的画面。一方面,我们发现正念训练可以将个人的内心状态和过程与他们的消费者行为联系起来,从而为ESE提供有价值的冲动。然而,另一方面,这些一般的学习结果并不容易转化为消费行为。对此的一种解释是,正念练习有时可以作为一种自我确认过程,强化主流价值观、期望和意图。这表明正念练习对ESE提出了重要挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education
Abstract Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was undertaken applying a pluralistic qualitative methods approach. Our results draw an ambivalent picture. On the one hand, we found that mindfulness training can connect individuals with inner states and processes that are also relevant to their consumer behavior, thus providing valuable impulses for ESE. On the other hand, however, these generic learning outcomes do not easily translate to consumptive acts. One explanation for this is that mindfulness practice can sometimes serve as a self-confirmation process that reinforces prevailing values, expectations, and intentions. This indicates important challenges mindfulness practice poses in ESE.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
6.20
自引率
12.90%
发文量
26
期刊介绍: Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信