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Author Hyland, Terry.

Title Mindfulness and learning : celebrating the affective dimension of education / Terry Hyland
Published Dordrecht : Springer, [2011]


Location Call no. Vol. Availability
 W'PONDS  370.1523 Hyl/Mal  AVAILABLE
 W'PONDS  370.1523 Hyl/Mal  DUE 22-09-20
Description xxi, 237 pages ; 25 cm
Series Lifelong learning book series ; v. 17
Lifelong learning book series ; v. 17
Contents Contents note continued: 11.4.Teaching, Right Livelihood and Ethics -- 11.5.Mindfulness, Teacher Education and Research -- 11.6.Conclusion -- 12.Mindfulness, Morals and the Aims of Education -- 12.1.The Aims of Education -- 12.2.Education in Destitute Times -- 12.3.Morals, Mindfulness and Social Engagement -- 12.4.Inequality, Well-Being and Social Justice -- 12.5.Education, Trust and the Common Good -- 12.6.Conclusion: Mindfulness and Educational Aims
Contents note continued: 5.2.4.Week 4 -- 5.2.5.Week 5 -- 5.2.6.Week 6 -- 5.2.7.Week 7 -- 5.2.8.Week 8 -- 5.3.Anxiety and Depression -- 5.4.The Third Age -- 5.5.Social Action and Community Engagement -- 5.6.Conclusion -- 6.The Education of the Emotions -- 6.1.What Are Emotions? -- 6.2.Reason and Passion -- 6.3.Emotions, Minds and Biology -- 6.4.Education, Emotion and Rationality -- 6.5.Mindfulness, Emotion and Learning -- 6.6.Conclusion -- 7.The Affective Domain of Education -- 7.1.Perspectives on Affective Education -- 7.2.Taxonomy of Educational Domains -- 7.3.Domains of Education: A Critique -- 7.4.Outlines for an Affective Education -- 7.5.Content and Methods for Affective Education -- 7.6.Reflective Thinking, Mindsight and the Affective Domain -- 7.7.Conclusion -- 8.Learning, Teaching and Curriculum -- 8.1.Learning -- 8.2.Teaching -- 8.3.Curriculum -- 8.4.A Mindfulness-Based Affective Curriculum -- 8.4.1.Aims and Goals -- 8.4.2.Selection of Learning Experiences --
Contents note continued: 8.4.3.Selection of Content -- 8.4.4.Organisation and Integration of Learning Experiences and Content -- 8.4.5.Evaluation -- 8.5.Mindfulness and the Long Slide to Happiness -- 8.6.Conclusion -- 9.From School to Lifelong Learning -- 9.1.Schools -- 9.2.Further Education Colleges -- 9.3.Lifelong Learning: Higher and Adult Education -- 9.4.Conclusion -- 10.Vocational Education and Training -- 10.1.The Impoverishment of VET -- 10.2.Reconstructing Vocational Education -- 10.2.1.Ethics, Morality and Vocationalism -- 10.2.2.VET and Aesthetics -- 10.2.3.Work, VET and Social--Collective Values -- 10.3.Mindfulness, Craft and VET -- 10.4.Conclusion -- 11.Professionalism, Research and Teaching -- 11.1.Changing Conceptions of Teacher Professionalism -- 11.2.Re-professionalising Teaching -- 11.2.1.Reflective Practice and Research -- 11.2.2.New Rationalism and Critical Theory -- 11.3.Metaphors of Teaching: Artistry and Intuition --
Machine generated contents note: 1.The Therapeutic Turn in Education -- 1.1.The Changing Aims of Education -- 1.2.Has There Been a Therapeutic Turn? -- 1.3.The Diminishment of Learning -- 1.4.Conclusion -- 2.Education and Therapy -- 2.1.Therapeutic Education or Educational Therapy -- 2.2.Philosophical Connections -- 2.3.Education and Well-Being -- 2.4.Transforming Education Through Therapy -- 2.5.Conclusion -- 3.The Nature of Mindfulness -- 3.1.Buddhist Origins -- 3.2.Modern Interpretations of Mindfulness -- 3.3.Mind, Mindfulness and Psychotherapy -- 3.4.Conclusion -- 4.The Practice of Mindfulness -- 4.1.Practical Foundations -- 4.2.Challenging Mindlessness -- 4.3.Mindful Breathing -- 4.4.Mindful Walking Meditation -- 4.5.Mindful Movement -- 4.6.Everyday Mindfulness -- 4.7.Mind, Mindfulness and Brain Neuroplasticity -- 4.8.Conclusion -- 5.Applications of Mindfulness -- 5.1.MBSR/MBCT -- 5.2.A Standard MBSR/MBCT Course -- 5.2.1.Week 1 -- 5.2.2.Week 2 -- 5.2.3.Week 3 --
Summary "In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task. In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function - the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, he advances a powerful argument for redressing this imbalance by enhancing the affective domain of learning. Mindfulness and Learning: Celebrating the Affective Dimension of Education shows how the concept and practice of 'mindfulness' - non-judgmental, present moment awareness and experience - can enrich learning at all levels. Mindfulness thus contributes to the enhanced achievement of general educational goals, and helps remedy the gross deficiency of the affective/emotional aspects of contemporary theory and practice. The author outlines a mindfulness-based affective education (MBAE) programme and shows how it might be introduced into educational provision from the early years to adult education with a view to harmonising the cognitive-affective balance across the system."--Publisher
Bibliography Includes bibliographical references and indexes
Subject Affective education.
Learning -- Religious aspects -- Buddhism
LC no. 2011935033
ISBN 9789400719101 (cased)