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  1. The Eye of the Storm: A Mindful Inquiry Into Reflective Practices in Higher Education.Ann Webster-Wright - 2013 - Reflective Practice 14 (4):556-567.
    Time for reflective thought is constricted in busy academic lives, with available thinking time focused on urgent, analytical inquiry. Paradoxically, time spent in contemplative mindfulness, stepping back from insistent probing into a still, calm space, may allow increased clarity and focus on problems worthy of inquiry, once re-engaged. This paper highlights the dual dimension of reflection captured in the concept of 'mindful inquiry' as a dialectic interchange between active critical inquiry and receptive open mindfulness. In the focus on robust critique (...)
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  • Must Children Sit Still? The Dark Biopolitics of Mindfulness and Yoga in Education.Liz Jackson - forthcoming - Educational Philosophy and Theory:1-6.
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  • Rethinking the Concept of Mindfulness: A Neo‐Confucian Approach.Charlene Tan - 2019 - Journal of Philosophy of Education 53 (2):359-373.
    Journal of Philosophy of Education, EarlyView.
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  • School-Based Mindfulness Training and the Economisation of Attention: A Stieglerian View.James Reveley - 2015 - Educational Philosophy and Theory 47 (8):804-821.
    Educational theorists may be right to suggest that providing mindfulness training in schools can challenge oppressive pedagogies and overcome Western dualism. Before concluding that this training is liberatory, however, one must go beyond pedagogy and consider schooling’s role in enacting the educational neurofuture envisioned by mindfulness discourse. Mindfulness training, this article argues, is a biopolitical human enhancement strategy. Its goal is to insulate youth from pathologies that stem from digital capitalism’s economisation of attention. I use Bernard Stiegler’s Platonic depiction of (...)
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  • Recognition and Distance in Therapeutic Education: A Swedish Case Study on Ethical Qualities Within Life Competence Education.Sara Irisdotter Aldenmyr - 2013 - Ethics and Education 8 (2):140-152.
    Lately, in educational research and debate, there have been discussions on a trend sometimes named as a ‘therapeutic turn’ in education. Mindfulness-oriented activities represent one therapeutic approach in education, aiming for virtues such as patience and trust. A large part of the critical viewpoints on therapeutic education among young students seem to concern problems of integrity, privacy and the autonomy of the student. It is therefore, I suggest, fair to say that meetings between teachers and students are of special concern (...)
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  • Adding Lemon Juice to Poison – Raising Critical Questions About the Oxymoronic Nature of Mindfulness in Education and its Future Direction.Edward M. Sellman & Gabriella F. Buttarazzi - forthcoming - British Journal of Educational Studies:1-18.
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  • Performativity, Well‐Being, Social Class and Citizenship in English Schools.Pamela Fisher - 2011 - Educational Studies 37 (1):49-58.
    A range of initiatives to promote well‐being and empowerment have been introduced into English schools. These ostensibly support the citizenship curriculum that seeks to foster a more active and engaged populace. Whilst children are being encouraged to view their own well‐being as a personal project , this process is being undermined by an informal curriculum of citizenship, embedded within the culture of performativity, that is promoting a climate of misrecognition within schools. This form of “symbolic violence” is encroaching into the (...)
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