Mindfulness and learning : celebrating the affective dimension of education / Terry Hyland.

Format:

Book

Author/Creator:

Hyland, Terry.

Series:

Lifelong learning book series ; v. 17.

Lifelong learning book series ; 17

Language:

English

Subjects (All):

Cognitive learning.

Learning, Psychology of.

Education--Philosophy.

Education.

Continuing education.

Physical Description:

xxi, 237 pages ; 24 cm.

Place of Publication:

Dordrecht : Springer Verlag, 2011.

Summary:

In recent decades, education at all levels has been seriously impoverished by growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is one-dimensional, economistic and bleakly utilitarian conception of the educational task.

In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function-the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, he advances a powerful argument for redressing this imbalance by enhancing the affective domain of learning.

Mindfulness and Learning: Celebrating the Affective Dimension of Education shows how the concept and practice of 'mindfulness'-non-judgmental, present moment awareness and experience-can enrich learning at all levels. Mindfulness thus contributes to the enhanced achievement of general educational goals, and helps remedy the gross deficiency of the affective/emotional aspects of contemporary theory and practice.

The author outlines a mindfulness-based affective education (MBAE) programme and shows how it might be introduced into educational provision from the early years to adult education with a view to harmonizing the cognitive-affective balance across the system. Book jacket.

Contents:

1 The Therapeutic Turn in Education 1

1.1 The Changing Aims of Education 1

1.2 Has There Been a Therapeutic Turn? 4

1.3 The Diminishment of Learning 6

1.4 Conclusion 8

2 Education and Therapy 11

2.1 Therapeutic Education or Educational Therapy 11

2.2 Philosophical Connections 17

2.3 Education and Well-Being 20

2.4 Transforming Education Through Therapy 21

2.5 Conclusion 23

3 The Nature of Mindfulness 25

3.1 Buddhist Origins 25

3.2 Modern Interpretations of Mindfulness 28

3.3 Mind, Mindfulness and Psychotherapy 33

3.4 Conclusion 37

4 The Practice of Mindfulness 39

4.1 Practical Foundations 39

4.2 Challenging Mindlessness 41

4.3 Mindful Breathing 43

4.4 Mindful Walking Meditation 46

4.5 Mindful Movement 47

4.6 Everyday Mindfulness 49

4.7 Mind, Mindfulness and Brain Neuroplasticity 50

4.8 Conclusion 53

5 Applications of Mindfulness 55

5.1 MBSR/MBCT 55

5.2 A Standard MBSR/MBCT Course 56

5.2.1 Week 1 57

5.2.2 Week 2 57

5.2.3 Week 3 57

5.2.4 Week 4 58

5.2.5 Week 5 58

5.2.6 Week 6 58

5.2.7 Week 7 59

5.2.8 Week 8 59

5.3 Anxiety and Depression 60

5.4 The Third Age 63

5.5 Social Action and Community Engagement 66

5.6 Conclusion 70

6 The Education of the Emotions 71

6.1 What Are Emotions? 71,

6.2 Reason and Passion 73

6.3 Emotions, Minds and Biology 75

6.4 Education, Emotion and Rationality 78

6.5 Mindfulness, Emotion and Learning 83

6.6 Conclusion 84

7 The Affective Domain of Education 87

7.1 Perspectives on Affective Education 87

7.2 Taxonomy of Educational Domains 91

7.3 Domains of Education: A Critique 93

7.4 Outlines for an Affective Education 95

7.5 Content and Methods for Affective Education 98

7.6 Reflective Thinking, Mindsight and the Affective Domain 102

7.7 Conclusion 104

8 Learning, Teaching and Curriculum 105

8.1 Learning 105

8.2 Teaching 108

8.3 Curriculum 112

8.4 A Mindfulness-Based Affective Curriculum 114

8.4.1 Aims and Goals 114

8.4.2 Selection of Learning Experiences 115

8.4.3 Selection of Content 115

8.4.4 Organisation and Integration of Learning Experiences and Content 116

8.4.5 Evaluation 118

8.5 Mindfulness and the Long Slide to Happiness 119

8.6 Conclusion 123

9 From School to Lifelong Learning 125

9.1 Schools 125

9.2 Further Education Colleges 131

9.3 Lifelong Learning: Higher and Adult Education 136

9.4 Conclusion 143

10 Vocational Education and Training 145

10.1 The Impoverishment of VET 145

10.2 Reconstructing Vocational Education 147

10.2.1 Ethics, Morality and Vocationalism 148

10.2.2 VET and Aesthetics 152

10.2.3 Work, VET and Social-Collective Values 154

10.3 Mindfulness, Craft and VET 157

10.4 Conclusion 159

11 Professionalism, Research and Teaching 163

11.1 Changing Conceptions of Teacher Professionalism 163

11.2 Re-professionalising Teaching 165

11.2.1 Reflective Practice and Research 165

11.2.2 New Rationalism and Critical Theory 165

11.3 Metaphors of Teaching: Artistry and Intuition 167

11.4 Teaching, Right Livelihood and Ethics 169

11.5 Mindfulness, Teacher Education and Research 172

11.6 Conclusion 175

12 Mindfulness, Morals and the Aims of Education 177

12.1 The Aims of Education 177

12.2 Education in Destitute Times 180

12.3 Morals, Mindfulness and Social Engagement 181

12.4 Inequality, Well-Being and Social Justice 185

12.5 Education, Trust and the Common Good 187

12.6 Conclusion: Mindfulness and Educational Aims 191.

Notes:

Includes bibliographical references (pages 193-209) and indexes.

ISBN:

9789400719101

9400719108

OCLC:

733242229