Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being. However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a reductionism and commodification – popularly labelled ‘McMindfulness’ – of the underpinning principles and ethical foundations of such (...) practice which threatens to subvert and militate against the achievement of the original aims of MBIs in general and their educational function in particular. It is argued here that mindfulness practice needs to be organically connected to its spiritual roots if the educational benefits of such practice are to be fully realised. (shrink)

Interest in the Buddhist concept of mindfulness has burgeoned over the last few decades as a result of its application as a therapeutic strategy in mind-body medicine, psychotherapy, psychiatry, education, leadership and management, and a wide range of other theoretical and practical domains. Although many commentators welcome this extension of the range and application of mindfulness—drawing parallels between ancient contemplative traditions and modern secular interpretations—there has been very little analysis of either the philosophical underpinnings of this phenomenon or of its (...) implications for education. This article examines the new interpretations of mindfulness in the following areas—meaning and definition, ethical foundations and spiritual ethos—in an attempt to gain a clearer understanding of what is involved in the process of reconstructing the concept of mindfulness. In conclusion, some implications for learning and education are examined in the light of these recent re-interpretations of mindfulness principles and practices. A central thesis throughout is that—although there are many educational benefits of mindfulness in the areas of moral, affective and spiritual education—such potential gains require the maintenance of organic connections between contemporary practices and their foundations in secular Buddhism. (shrink)

This Special Issue addresses two interrelated themes that have emerged both from within philosophy and from within education. The first has to do with reading across philosophical traditions in order to address what educational and contemplative practices have to say to one another; the second concerns the recent ‘contemplative turn’ in education, with its focus on mindfulness and other forms of mind/body work that are incorporated into the curriculum based on scientific research, on the one hand, and their spiritual origins, (...) on the other. (shrink)

The core issue in the concept of informed consent is grounded in the principle of patient autonomy. Informed consent is the process of providing the patient or, in the case of a minor or incompetent adult, the parent with relevant information regarding diagnosis and treatment needed, so that an educated decision regarding treatment can be made by the patient or parent. The objective of this study was to determine the knowledge, attitudes and awareness of general dental practitioners regarding informed consent. (...) This was a cross-sectional study comprising 53 respondents including general dental practitioners from a Government Dental College and two Private Dental Colleges. Subjects were collected purposively. The study involved an interview with a written self-administered structured questionnaire consisting of 20 items used to assess dental professionals' knowledge and attitudes towards informed consent in Dhaka Dental College, Bangladesh Dental College and City Dental College. Data were analyzed using statistical software namely SPSS version 20 for Windows and both descriptive and inferential analysis were used as appropriate. Research findings were narrated through elaborated tables and graphs with descriptions. By assessing the knowledge, attitude and practice regarding informed consent, the results of this thesis may be used to help plan strategies to promote greater knowledge of informed consent. Emphasis should be given in undergraduate and postgraduate training to legal dental jurisprudence and legal medicine as this is essential for dentists to protect themselves from civil litigation and even criminal proceedings for common aggravated or indecent assault. (shrink)

This article describes a qualitative study of pre-service art education students that was designed to explore relationships between mindfulness, self-inquiry, and artistic practices. The researchers, who are art educators, were curious about how mindfulness practices might connect, overlap or influence the personal artistic practice of the participants. Although mindfulness is often used as an intervention to counter the stresses of school and teaching, mindfulness can also be thought of as a counter cultural phenomenon that explores possibilities of a critical pedagogy. (...) While mindfulness and self-care practices can have important positive benefits and may lead to deeper personal understanding, these practices might also have more problematic purposes such as helping teachers and students adapt to oppressive social, political, or cultural positionings in education. The study explored mindfulness as a form of education through the practice of art-making. Artistic applications of data visualization emerged as a significant connection between art and self-inquiry. The study investigated how the critical responsiveness and awareness of the artist might contribute to an understanding of mindfulness and create an awareness of how mindfulness might be practiced within existing social and cultural structures. (shrink)

A case is made here for a secular interpretation of spirituality to place against more orthodox religious versions which are currently gaining ground in English education as part of the government policy designed to encourage schools to apply for ‘academy’ status independent of local authority control. Given the rise of faith-based ‘free’ schools, it is important to provide a secular alternative as a foundation for morality and spirituality in the interests of maintaining state-funded institutions characterised by rationality and autonomy rather (...) than a commitment to nurturing specific religious beliefs. After considering arguments against faith-based education, I go on to suggest a secular approach to spirituality founded on mindfulness theory and practice originating in Buddhist traditions. (shrink)