Mindful Subjects: The Disciplinary Power of Mindfulness in Schools (original) (raw)
Related papers
Mindfulness in, as, and of education: Three roles of mindfulness in education
Journal of Philosophy of Education, 2019
Following the exponential rise in publications on mindfulness in education and the emergence of some critical perspectives on this field, this paper articulates three roles of mindfulness practice in education: Mindfulness in, as and of education. The three are developed based on an examination of the practice as it is shaped by two different socio-historical narratives, which in turn manifest in different modalities of implementation and aims in the contemporary educational field. While much of the field is governed by 'mindfulness in education' within economic-therapeutic interventions, equal attention is given to 'mindfulness as education' as reflected in a whole school approach and to 'mindfulness of education' in which the practice radicalises the ethos of critical pedagogy. Describing these three roles, the paper introduces readers to the practice itself, offers a framework for understanding its associations with a variety of educational aims, and critically discusses these associations as well as the diverse pedagogical possibilities that this practice brings to contemporary and future education.
British Journal of Educational Studies, 2019
This article seeks to amplify debates concerning the application of mindfulness based interventions (MBIs) to schools and other places of learning by deepening a number of conceptual, methodological and implementational issues. It argues that the pursuit of the by-products of mindfulness, enhanced focus and well-being, serve a neoliberal agenda for education. This is lemon-juice to poison as it encourages students to accept and cope with oppressive structures partially responsible for suffering in society rather than develop the deepened awareness necessary to challenge and transform them. Reconnecting mindfulness with its original meaning of remembrance and discernment is highlighted as a means for engaging students with more agentic possibilities. The article begins to make the case for mindfulness as education, rather than mindfulness in education, realised as an embodied approach rather than psychological intervention with key roles for contemplative pedagogy and mindful inter-personal relationships.
Mindfulness In Ontario Education: A Positive Movement
2017
Children are most influenced by their family, school, and society. Through exploring the various failings within the Ontario school system (i.e., bullying, substance abuse, anxiety, and depression), it becomes apparent that in a climate of austerity schools are often held responsible for the shortcomings of society as they are asked to do more with less. With the introduction of the Common Sense Revolution, children were expected to learn, develop and grow in these increasingly competitive and lesssupportive environments. The Common Sense Revolution can be connected to expanding neoliberalism in what can be described as increasing the transfer of wealth and tax dollars from a shrinking public sector to a deregulated private sector. In this paper I analyze the shortcomings of the neoliberal model of education and explore alternative perspectives. As studies have demonstrated, the positive benefits of mindfulness can make a positive contribution to the Ontario school system. The interdisciplinary nature of this program enabled me to further explore my interest in mindfulness and its emerging involvement in the school system, especially after taking Environment Education and Nature and Society at FES. I completed two incredible field placements within the MES program, a farm internship at Cultivating Opportunities and a teaching position at a holistic private school, Roger White Academy (Learning Strategy 1.1, 1.2, 3.1, 3.2). Both of these experiences challenged and allowed me to make personal connections between mindfulness and the process of learning.
Mindfulness in education at the intersection of science, religion, and healing
Critical studies in education, 2014
This paper investigates mindfulness as a case study of a ‘subjective turn’ in education reflecting a postsecular age. The practice of mindfulness originates in an ancient Buddhist teaching prescribed as part of the path to enlightenment. In spite of its origins, it is becoming widespread within diverse secularly conceived social and educational settings. The paper offers a historical review of this phenomenon and analyzes why and how mindfulness has become the spearhead within a burgeoning ‘contemplative turn’ in education. The thesis suggested is that ‘normal education’ follows ‘normal science’, yet science itself is now being shaken by its own venturing into the ‘dangerous’ waters of the religious experience. The paper reflects critically on the prices and merits of mindfulness in education as a practice shaped by its becoming measurable. It locates these processes as depicting the postsecular age’s blurring of boundaries between religiosity/secularity/education, subject/object, and science/healing/education.
This chapter examines the analytic of governmentality drawn from Michel Foucault’s work. It invites consideration of the analytical possibilities which might be developed through a twofold task: the critique of mindfulness and the mindfulness of critique. The chapter first unpacks Foucault’s account of neoliberalism as a mode of governmentality that is directed at the production of the subjectivity of homo economicus. This will shed light on why mindfulness is so malleable and adaptable across diverse settings today. The chapter then connects Foucault’s account of neoliberalism with his reevaluation of the ethical practices of spiritual self-cultivation in antiquity. This will clarify how an analytic of governmentality turns on an understanding of the subject as constituted by historically contingent practices, and invites an analysis of contemporary mindfulness as the emergent and contested outcome of techniques of domination and techniques of the self. A Foucauldian understanding of the subject is accompanied by an understanding of ethics as critical practice. By connecting Foucault’s curiosity about neoliberalism with his curiosity about ethical self-cultivation, the chapter will propose some ways by which the practices of critique and mindfulness might reciprocally nourish one another as the critique of mindfulness and the mindfulness of critique. The chapter concludes with some reflections on how this ethos of critical mindfulness might relate to the challenges facing scholars and researchers of mindfulness working within the increasingly corporatized institution of the university, which is a key site and relay point for the production of knowledge on mindfulness in the contemporary world.
Education and mindfulness practice: Exploring a dialogue between two traditions
Mindfulness, 2019
There is evidence of the growth in implementations and research of mindfulness practice in education, and of the practice's effects on various aspects of students' and teachers' lives. This conceptual paper, however, argues that the acceptance and understanding of mindfulness practice within education, does not depend only on evidence of its effectiveness. It also requires a broader conceptualization of the associations between mindfulness practice and education. The paper hence calls for forging a dialogical encounter between "education" and "mindfulness" parallel to the ongoing dialogue between Buddhism and science. It then develops one such dialogical encounter discussing education and mindfulness as two distinct traditions of practice that have a history of interpretations associated with their respective aims, conceptualizations, critiques and ways of practice. Based on a common typology of educational aims the paper explores how mindfulness practice features within three possible educational orientations: socialization, acculturation, and individuation. Though each orientation sets a different priority for education, assuming serious implementation, mindfulness practice can contribute to each. However, within each orientation the practice would be framed and implemented differently as the paper demonstrates by reviewing contemporary implementations. The paper thus provides a broader perspective on mindfulness and education and offers a historical context for debates concerning the implementation, justification and/or critique of mindfulness in education. From the perspective proposed, mindfulness in education is viewed as less "special" than it seems. It is a possible pedagogical practice that serves educational aims that have long been part of the tradition of education.
The deeper teachings of mindfulness based 'interventions' as a reconstruction of 'education'
Journal of Philosophy of Education, 2015
While contemplative practices have emerged from wisdom-traditions, the rhetoric surrounding their justification in contemporary public educational settings has been substantially undergirded by the scientific evidence-based approach. This article finds the practice and construct of ‘attention’ to be the bridge between this peculiar encounter of science and wisdom traditions, and a vantage point from which we can re-examine the scope and practice of ‘education’. The article develops an educational typology based on ‘attention’ as a curricular deliberation point. Every pedagogical act rides over a meta-pedagogical injunction of where to attend to find that which society deems worthwhile. The deep curricular teachings thus begin in the question where knowledge of most worth exists (in here or out there) and precede content. It is at this hidden level in which our spatial-temporal disposition towards life-meaning can be shaped. Following this typology, the article will suggest that beyond what may be critiqued as instrumental mindfulness-based curricular ‘interventions’ that cater to an economic educational narrative, lurks the trajectory of a contemplative educational turn that may be outwitting over-instrumentalisation through wisdom-traditions.
Mindfulness for Students, Teachers and Parents of Public Schools (Community Based Application)
2017
Developing healthy habits of mind through managing emotions and being able to recognize, accept and let go thoughts that put the person in a ruminating mode is something very important to stay healthy and experience well being. Mindfulness can provide a base for that. Besides, developing a healthy mind through the practice of Mindfulness improves the ability to develop empathy and compassion too. A state of well-being is the optimal condition for doing well in school: a pupil experiencing a state of well-being is more responsive to learning; a pupil who can feel empathy for his companions can be valuable in creating good dynamics in class. That's why promoting techniques such as Mindfulness at school can be useful to improve the results of children at school, as well as preparing them for the future challenges of life. However, it seems to us that treating children with Mindfullness is not enough, and we think that to make a really effective intervention parents and teachers sho...