ERIC Number: EJ1031242
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-5698
EISSN: N/A
Mindfulness-Based Interventions and the Affective Domain of Education
Hyland, Terry
Educational Studies, v40 n3 p277-291 2014
Thanks largely to the work of Kabat-Zinn and associates applications of mindfulness-based practices have grown exponentially over the last decade or so, particularly in the fields of education, psychology, psychotherapy and mind-body health. Having its origins in Buddhist traditions, the more recent secular and therapeutic applications of the basic notion of impartial present-moment attention have been shown to have far-reaching implications for all aspects of learning and education. It is argued that mindfulness practice has much to contribute to the neglected area of affective education in the UK system and that -- in addition to enhancing learning in the crucial sphere of the education of the emotions -- it can also provide a foundation for more general cognitive development. In addition to philosophical arguments, reference is made to research studies of mindfulness-based educational practices in America and Britain.
Descriptors: Metacognition, Foreign Countries, Affective Behavior, Educational Practices, Buddhism, Cognitive Development, Philosophy, Therapy, Teaching Methods
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States
Grant or Contract Numbers: N/A