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ERIC Number: EJ898990
Record Type: Journal
Publication Date: 2010-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 75
ISBN: N/A
ISSN: ISSN-0260-1370
Mindfulness, Adult Learning and Therapeutic Education: Integrating the Cognitive and Affective Domains of Learning
Hyland, Terry
International Journal of Lifelong Education, v29 n5 p517-532 Sep 2010
Although it has been given qualified approval by a number of philosophers of education, the so-called "therapeutic turn" in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives concerned with enhancing and developing confidence and self-esteem in learners. After offering some critical observations on these developments, I suggest that there are some educationally justifiable goals underpinning what has been described as a therapeutic turn. Whilst accepting that "self-esteem" and cognate concepts cannot provide a general end or universal aim of education, the therapeutic function--the affective domain of learning--is more valuable and significant than is generally acknowledged. This claim is justified by an examination of the concept of "mindfulness" which, it is argued, can be an immensely powerful and valuable notion that is integrally connected with the centrally transformative and developmental nature of learning and educational activity at all levels. The incorporation of mindfulness strategies within adult learning programmes may go some way towards re-connecting the cognitive and affective dimensions of 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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A