A Contemplative Turn in Education: Charting a Curricular-Pedagogical Countermovement

Autor/in	Ergas, Oren
Titel	A Contemplative Turn in Education: Charting a Curricular-Pedagogical Countermovement
Quelle	In: Pedagogy, Culture and Society, 27 (2019) 2, S.251-270 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ergas, Oren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2018.1465111
Schlagwörter	Educational Change; Accountability; Metacognition; Teaching Methods; Standards; Curriculum Development; Intervention; Inquiry; Epistemology; Ethics; Definitions; Time Perspective; Educational Objectives; Classification; Economic Factors; Foreign Countries; Program Development; Universities; Washington (Seattle); Canada; Rhode Island; Michigan + Suchen Sie Ihr Suchwort? Bildungsreform; Verantwortung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erkenntnistheorie; Ethik; Begriffsbestimmung; Zeitbezug; Educational objective; Bildungsziel; Erziehungsziel; Classification system; Klassifikation; Klassifikationssystem; Ökonomischer Faktor; Ausland; Programmplanung; University; Universität; Kanada
Abstract	This paper explores a countermovement that is emerging within an educational climate that highlights accountability, standardisation and performativity. This countermovement has become manifest in a rapid rise in the implementation and research of contemplative practices (e.g. mindfulness, yoga) across educational settings. The paper explores the unfolding of this curricular-pedagogical phenomenon, characterises its core elements and explains why and how it can be viewed as a 'contemplative turn in education'. Based on a conceptual review of academic publications in the field, the paper demonstrates a progression from a pre-contemplative era to the current contemplative turn. As part of the review three curricular domains within this turn are described: mindfulness-based interventions, contemplative pedagogies and contemplative inquiry. Each domain offers a different perspective on the contemplative turn and contributes to epistemological changes in curricular-pedagogical practice. The paper also presents a critical discourse that challenges the contemplative turn's ethics, implementations and curricular orientations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01