NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1027782
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1750-8487
Mindfulness in Education at the Intersection of Science, Religion, and Healing
Ergas, Oren
Critical Studies in Education, v55 n1 p58-72 2014
This paper investigates mindfulness as a case study of a "subjective turn" in education reflecting a postsecular age. The practice of mindfulness originates in an ancient Buddhist teaching prescribed as part of the path to enlightenment. In spite of its origins, it is becoming widespread within diverse secularly conceived social and educational settings. The paper offers a historical review of this phenomenon and analyzes why and how mindfulness has become the spearhead within a burgeoning "contemplative turn" in education. The thesis suggested is that "normal education" follows "normal science", yet science itself is now being shaken by its own venturing into the "dangerous" waters of the religious experience. The paper reflects critically on the prices and merits of mindfulness in education as a practice shaped by its becoming measurable. It locates these processes as depicting the postsecular age's blurring of boundaries between religiosity/secularity/education, subject/object, and science/healing/education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A