The Deeper Teachings of Mindfulness‐Based ‘Interventions’ as a Reconstruction of ‘Education’
Abstract
While contemplative practices have emerged from wisdom‐traditions, the rhetoric surrounding their justification in contemporary public educational settings has been substantially undergirded by the scientific evidence‐based approach. This article finds the practice and construct of ‘attention’ to be the bridge between this peculiar encounter of science and wisdom traditions, and a vantage point from which we can re‐examine the scope and practice of ‘education’. The article develops an educational typology based on ‘attention’ as a curricular deliberation point. Every pedagogical act rides over a meta‐pedagogical injunction of where to attend to find that which society deems worthwhile. The deep curricular teachings thus begin in the question where knowledge of most worth exists (in here or out there) and precede content. It is at this hidden level in which our spatial‐temporal disposition towards life‐meaning can be shaped. Following this typology, the article will suggest that beyond what may be critiqued as instrumental mindfulness‐based curricular ‘interventions’ that cater to an economic educational narrative, lurks the trajectory of a contemplative educational turn that may be outwitting over‐instrumentalisation through wisdom‐traditions.
Number of times cited: 10
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