Hearts Grow: Contemplative Learning for Inner Stability Development in Female Prison Inmates

Autor/inn/en	Asdornnithee, Somsit; Daensilp, Proetphan
Titel	Hearts Grow: Contemplative Learning for Inner Stability Development in Female Prison Inmates
Quelle	In: IAFOR Journal of Education, 5 (2017) 2, S.179-194 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Females; Correctional Institutions; Institutionalized Persons; Learning Processes; Program Descriptions; Action Research; Qualitative Research; Phenomenology; Metacognition; Interpersonal Relationship; Daily Living Skills; Transformative Learning; Teaching Methods; Foreign Countries; Spiritual Development; Semi Structured Interviews; Focus Groups; Observation; Thailand + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Jugendstrafvollzug; Learning process; Lernprozess; Projektforschung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Alltagsfertigkeit; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Beobachtung
Abstract	Regarding the research questions of how the contemplative learning process is appropriate for Thai female prison inmates and how it can transform the learners, the objectives of the project were to study the learning process facilitation appropriate for the inner stability development of female prison inmates, and to explicate their inner experiences found during and after the completion of the program. The methodologies used were action research and phenomenological research. The obtained data were then qualitatively analyzed. The phenomenological result showed significant inner changes in the participants. These included the more inclusive perspectives one possessed, i.e. the ability to make more sense regarding the interconnectedness between oneself and surrounding people. Meanwhile, each participant could view herself more self-authoring and more responsible for her own actions. Besides, Meditation had become a useful tool allowing them to mindfully take care of themselves from within. All these phenomena corresponded with the results found during the eight rounds of the learning process. As for the learning process facilitation appropriate for such inner development, it consisted of 14 key components within sufficient length of time, while the process itself showed three distinctive phases. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01