{"title":"教育中的正念和作为教育的正念:2002年至2017年发展中的学术话语地图","authors":"Oren Ergas, L. Hadar","doi":"10.1002/REV3.3168","DOIUrl":null,"url":null,"abstract":"This paper maps the discourse of mindfulness in education from 2002 to 2017 based on grounded theory methodology. We coded 447 peer-reviewed papers found to constitute this field and map the variety of framings, modalities of implementation and aims of mindfulness in education based on them.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"24 1","pages":""},"PeriodicalIF":3.4000,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"48","resultStr":"{\"title\":\"Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017\",\"authors\":\"Oren Ergas, L. Hadar\",\"doi\":\"10.1002/REV3.3168\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper maps the discourse of mindfulness in education from 2002 to 2017 based on grounded theory methodology. We coded 447 peer-reviewed papers found to constitute this field and map the variety of framings, modalities of implementation and aims of mindfulness in education based on them.\",\"PeriodicalId\":45076,\"journal\":{\"name\":\"Review of Education\",\"volume\":\"24 1\",\"pages\":\"\"},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2019-04-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"48\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1002/REV3.3168\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/REV3.3168","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017
This paper maps the discourse of mindfulness in education from 2002 to 2017 based on grounded theory methodology. We coded 447 peer-reviewed papers found to constitute this field and map the variety of framings, modalities of implementation and aims of mindfulness in education based on them.
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