O'Donnell, Aislinn
(2015)
Contemplative Pedagogy and Mindfulness:
Developing Creative Attention in an Age of
Distraction.
Journal of Philosophy of Education, 49 (2).
pp. 187-202.
ISSN 0309-8249
Abstract
Over the last decade, there has been a considerable expansion
of mindfulness programmes into a number of different domains
of contemporary life, such as corporations, schools, hospitals
and even the military. Understanding the reasons for this
phenomenon involves, I argue, reflecting upon the nature of
contemporary capitalism and mapping the complexity of
navigating new digital technologies that make multiple and
accelerated solicitations upon attention and our affective lives.
Whilst acknowledging the benefits of mindfulness practice, this
article argues that it is equally important to attend to the
ethical framework that gives orientation to these practices and
the outer conditions that shape lived daily experience, such as
school or work environments. I suggest that the well-meaning
efforts to secularise mindfulness, provide scientific evidence
for its effectiveness, and introduce it to wider publics may have
served to impoverish the rich contribution that practices of
mindfulness, situated within a broader ethical framework, can
make to human lives, and arguably contribute to the
educational endeavour. For example, the emphasis on
transforming inner conditions of students’ lives can lead to the
neglect of outer conditions, such as structural inequality, or
unhealthy and exploitative work practices. This can result in
practices that privilege individual wellbeing over compassion
and concern for the happiness of others, providing a buffer
against loving attention to the world and others. Instead, I ask
how mindfulness in educational settings could come to be
viewed in a different light if we reflect upon the ways in which
school environments and curricula can promote mindfulness,
awareness, sensitive inquiry, and contemplative practices
through the day, rather than offering it as a discrete
intervention focused on the self and wellbeing.
| Item Type: |
Article
|
| Keywords: |
Contemplative; Pedagogy; Mindfulness;
Creative Attention; Age of
Distraction; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
8606 |
| Identification Number: |
https://doi.org/10.1111/1467-9752.12136 |
| Depositing User: |
Prof Aislinn O'Donnell
|
| Date Deposited: |
15 Aug 2017 15:08 |
| Journal or Publication Title: |
Journal of Philosophy of Education |
| Publisher: |
Wiley |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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