Winky Lee, Christopher T. McCaw, Nicholas T. Van Dam
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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.
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.