在关于教育中的反思性实践的讨论中,包括儿童对冥想的看法

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
S. Smith
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引用次数: 0

摘要

这篇论文是一个共同构建的叙述,包括来自儿童和他们的老师的输入,以及来自本研究首席调查员嵌入位置的背景化,以深入了解一组5-6年级的小学生如何体验冥想。这项研究是在一个佛教宗教教学课堂上进行的,在那里学习是在指定的每周半小时的课程中进行的。根据个人责任和执行功能的培养,这是佛教教育学的精神,参与的学生和他们的志愿老师被邀请到研究中作为研究调查者。再一次,传统劝诫一个有经验的老师的角色,引导什么可以成为一个个人的学习之旅,通过冥想。在一个正念练习和排列已经抓住了公众想象力,教育工作者表现出越来越大兴趣的时代,讨论是及时的。虽然这项研究是针对世俗和多元的教育应用,但参考传统的正念,提醒该领域考虑如何在学校中吸收正念,以进一步严格和完整的方式应用。此外,利用儿童绘制的幸福量表及其附加的叙述提供了一种研究儿童内心体验的方法。他们从冥想经验中获得的见解支持了儿童临床研究的结果,并为当前教育中的反思、健康和弹性策略提供了可行的补充。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Including children’s perceptions from meditation in a discussion about reflective practices in education
This paper is a co-constructed narrative comprising of inputs from children and their teachers and contextualisation from the embedded position of the chief investigator in this study to gain insights into how a group of class of Year 5-6 primary school students experienced meditation. The study is situated in a Buddhist Religious Instruction class, where learning was conducted inside a designated weekly half hour session. In accordance with the cultivation of individual responsibility and executive function that is the ethos of Buddhist pedagogy participating students and their volunteer teacher were invited into the research as research inquirers. Again the tradition exhorts the role of an experienced teacher to guide what can become an intrapersonal learning journey through meditation. At a time where mindfulness exercises and permutations have captured the public imaginary, and where educators are showing increasing interest, the discussion is timely. While the study is directed towards secular and plural educational applications, reference to the tradition that has borne mindfulness alerts the field to some considerations as to how the uptake of mindfulness in schools might be applied with further rigour and integrity. Further, the utilisation of children’s drawings of happiness scales and their added narratives offers a way in which research into the interior experiences of children might be conducted. Their insights from experience in meditation supports findings from clinical studies with children, and poses a viable addition to current reflective, wellbeing and resilience strategies in education.
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来源期刊
自引率
9.10%
发文量
8
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