Does Mindfulness Belong in Higher Education? -- An Eight Year Research of Students' Experiences

Autor/inn/en	Ergas, Oren; Hadar, Linor L.
Titel	Does Mindfulness Belong in Higher Education? -- An Eight Year Research of Students' Experiences
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 3, S.359-377 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ergas, Oren) ORCID (Hadar, Linor L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1906307
Schlagwörter	Metacognition; Higher Education; Student Attitudes; Assignments; Schools of Education; Stress Management; Educational Practices; Attitude Change; Role of Education; Likert Scales; Educational Philosophy; Teacher Education Programs; Course Descriptions + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Assignment; Auftrag; Zuweisung; Erziehungswissenschaftliche Fakultät; Stressmanagement; Stressbewältigung; Bildungspraxis; Attitudinal change; Einstellungsänderung; Bildungsauftrag; Likert-Skala; Bildungsphilosophie; Erziehungsphilosophie; Kursstrukturplan
Abstract	Within the recent rise in the incorporation of contemplative practices in higher education, mindfulness stands out as the most studied and implemented practice. However, most of its studied implementations have been focused on interventions associated with mental health. Very little attention has been given to the study of mindfulness's potential broader educational impact. This study is based on the analysis of final assignments from the course "mindfulness and education", taught to 673 students at three Faculties of Education between 2011 and 2018 and on a retrospective questionnaire. Results show that in addition to common effects of mindfulness (e.g., stress-reduction), many students recognised mindfulness as an educational practice that had transformed their view of the nature of education and sometimes of life itself. The paper lends support to the understanding and framing of mindfulness as aformative educational practice that accords with aims of higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01