Oren Ergas
Biographic Data
| ID | 5397990 |
|---|---|
| NAME | Oren Ergas |
| GIVEN NAMES | Oren |
| FAMILY NAME | Ergas |
| SIGNATURE | ERGAS O |
| AFFILIATIONS | Beit Berl College |
| ORCID | 0000-0002-3673-7309 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Mindfulness for in-service and preservice teachers: An empirical map of the discourse from 2000 to 2020
Over the past decade, teacher learning programmes focused on mindfulness have become increasingly noticeable. In this research we ask: How pervasive is the phenomenon of mindfulness for in-service and preservice teachers and what are the characteristics of publications of this discourse? What are the current strands that constitute the discourse of mindfulness for in-service and preservice teachers? This research presents a mapping of this discou…
Critical theory in prestigious academic environments: A first-generation student’s chronicle
The past 50 years have witnessed a growing presence of critical theory within different social science academic departments across the western world. The joint existence of a theory committed to exposing and criticizing various inequalities of the social order within academic institutions based on traditional hierarchies and prestigious arrangements is the starting point of this paper. It is also the viewpoint from which I probe into my own exper…
Rethinking teacher education in a Vuca world: Student teachers’ social-emotional competencies during the Covid-19 crisis
Policy documents from OECD and UNESCO have been stressing the need to prepare students for what has been termed a VUCA (volatile, uncertain, complex, ambiguous) world. They emphasise social-emotional competencies as necessary for coping with such conditions. This qualitative research frames the COVID-19 outbreak as an extreme case of VUCA that grants the opportunity to examine whether our teacher preparation curriculum provides teacher students w…
Cultivating mindfulness through technology in higher education: A Buberian perspective
Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education
Journal Article Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education Get access Oren Ergas Oren Ergas Correspondence: Dr. Oren Ergas, Faculty of Education, Beit Berl College, Kfar Sava, 44905, Israel. Email: [email protected] https://orcid.org/0000-0002-3673-7309 Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 53, Issue 2, May 2019, Pages 340–358, https…
Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness
The Post-Critical Mind as a Gateway to Embodied Hope and Love for the World
Philosophy, like science, can be seen as an overarching term that refers to diverse ways of posing and engaging with ques-tions. The development of these ways of questioning can lead to growing expertise and depth, but it can also create a grow-ing fragmentation, expressed in siloed “schools of thought” that fail to engage with each other. When the latter movement be-comes too strong, there is a risk that the ethos of philosophy, and most of all …
The Post-Critical Mind as a Gateway to Embodied Hope and Love for the World
Reply to Lewin
Reclaiming ethics through “self”: A conceptual model of teaching practice
Educational philosophy for a post-secular age
David Lewin’s Educational Philosophy for a Post-Secular Age is a book that fulfills the promise that is conveyed in its title. In a post 9/11 world, stricken by religious fundamentalism, there is a
The Deeper Teachings of Mindfulness-Based ‘Interventions’ as a Reconstruction of ‘Education’: The Deeper Teachings of Mindfulness
Journal Article The Deeper Teachings of Mindfulness-Based 'Interventions' as a Reconstruction of 'Education' Get access Oren Ergas Oren Ergas Correspondence: Oren Ergas, School of Education, Hebrew University, Yisahar 7 apt. 3, Modi'in 7174529, Israel. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 49, Issue 2, May 2015, Pages 203–220, https://d…
Mindfulness in education at the intersection of science, religion, and healing
This paper investigates mindfulness as a case study of a ‘subjective turn’ in education reflecting a postsecular age. The practice of mindfulness originates in an ancient Buddhist teaching prescribed as part of the path to enlightenment. In spite of its origins, it is becoming widespread within diverse secularly conceived social and educational settings. The paper offers a historical review of this phenomenon and analyzes why and how mindfulness …
Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as embodied-lived-philosophical-practice
Philosophy’s essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’ (James, 1978, p. 18).The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western…
Religion' and 'body': Reclaiming the missing links of Western education
This paper depicts Western education as being led by a scientific ethos of objectivity. Such an ethos lends itself clearly to a disengagement from ‘religion’ as representing the realm of so-called ‘unscientific knowledge’ and speculation on the one hand, and to a disengagement from the ‘body’ as the locus of sentiment and idiosyncrasy on the other. It is argued, that Western education thus promotes a secular mind-oriented ideology, weeding out th…
Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education
Journal Article Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education Get access Oren Ergas Oren Ergas Correspondence: Dr. Oren Ergas, Faculty of Education, Beit Berl College, Kfar Sava, 44905, Israel. Email: [email protected] https://orcid.org/0000-0002-3673-7309 Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 53, Issue 2, May 2019, Pages 340–358, https…
Mindfulness in education at the intersection of science, religion, and healing
This paper investigates mindfulness as a case study of a ‘subjective turn’ in education reflecting a postsecular age. The practice of mindfulness originates in an ancient Buddhist teaching prescribed as part of the path to enlightenment. In spite of its origins, it is becoming widespread within diverse secularly conceived social and educational settings. The paper offers a historical review of this phenomenon and analyzes why and how mindfulness …
The Deeper Teachings of Mindfulness-Based ‘Interventions’ as a Reconstruction of ‘Education’: The Deeper Teachings of Mindfulness
Journal Article The Deeper Teachings of Mindfulness-Based 'Interventions' as a Reconstruction of 'Education' Get access Oren Ergas Oren Ergas Correspondence: Oren Ergas, School of Education, Hebrew University, Yisahar 7 apt. 3, Modi'in 7174529, Israel. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 49, Issue 2, May 2015, Pages 203–220, https://d…
Reclaiming ethics through “self”: A conceptual model of teaching practice
Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as embodied-lived-philosophical-practice
Philosophy’s essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’ (James, 1978, p. 18).The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western…
Critical theory in prestigious academic environments: A first-generation student’s chronicle
The past 50 years have witnessed a growing presence of critical theory within different social science academic departments across the western world. The joint existence of a theory committed to exposing and criticizing various inequalities of the social order within academic institutions based on traditional hierarchies and prestigious arrangements is the starting point of this paper. It is also the viewpoint from which I probe into my own exper…
Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness
Educational philosophy for a post-secular age
David Lewin’s Educational Philosophy for a Post-Secular Age is a book that fulfills the promise that is conveyed in its title. In a post 9/11 world, stricken by religious fundamentalism, there is a
Religion' and 'body': Reclaiming the missing links of Western education
This paper depicts Western education as being led by a scientific ethos of objectivity. Such an ethos lends itself clearly to a disengagement from ‘religion’ as representing the realm of so-called ‘unscientific knowledge’ and speculation on the one hand, and to a disengagement from the ‘body’ as the locus of sentiment and idiosyncrasy on the other. It is argued, that Western education thus promotes a secular mind-oriented ideology, weeding out th…
Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as embodied-lived-philosophical-practice
Philosophy’s essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’ (James, 1978, p. 18).The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western…
Mindfulness in education at the intersection of science, religion, and healing
This paper investigates mindfulness as a case study of a ‘subjective turn’ in education reflecting a postsecular age. The practice of mindfulness originates in an ancient Buddhist teaching prescribed as part of the path to enlightenment. In spite of its origins, it is becoming widespread within diverse secularly conceived social and educational settings. The paper offers a historical review of this phenomenon and analyzes why and how mindfulness …
The Deeper Teachings of Mindfulness-Based ‘Interventions’ as a Reconstruction of ‘Education’: The Deeper Teachings of Mindfulness
Journal Article The Deeper Teachings of Mindfulness-Based 'Interventions' as a Reconstruction of 'Education' Get access Oren Ergas Oren Ergas Correspondence: Oren Ergas, School of Education, Hebrew University, Yisahar 7 apt. 3, Modi'in 7174529, Israel. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 49, Issue 2, May 2015, Pages 203–220, https://d…
Reclaiming ethics through “self”: A conceptual model of teaching practice
Educational philosophy for a post-secular age
David Lewin’s Educational Philosophy for a Post-Secular Age is a book that fulfills the promise that is conveyed in its title. In a post 9/11 world, stricken by religious fundamentalism, there is a
The Post-Critical Mind as a Gateway to Embodied Hope and Love for the World
Philosophy, like science, can be seen as an overarching term that refers to diverse ways of posing and engaging with ques-tions. The development of these ways of questioning can lead to growing expertise and depth, but it can also create a grow-ing fragmentation, expressed in siloed “schools of thought” that fail to engage with each other. When the latter movement be-comes too strong, there is a risk that the ethos of philosophy, and most of all …
The Post-Critical Mind as a Gateway to Embodied Hope and Love for the World
Reply to Lewin
Cultivating mindfulness through technology in higher education: A Buberian perspective
Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education
Journal Article Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education Get access Oren Ergas Oren Ergas Correspondence: Dr. Oren Ergas, Faculty of Education, Beit Berl College, Kfar Sava, 44905, Israel. Email: [email protected] https://orcid.org/0000-0002-3673-7309 Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 53, Issue 2, May 2019, Pages 340–358, https…
Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness
Rethinking teacher education in a Vuca world: Student teachers’ social-emotional competencies during the Covid-19 crisis
Policy documents from OECD and UNESCO have been stressing the need to prepare students for what has been termed a VUCA (volatile, uncertain, complex, ambiguous) world. They emphasise social-emotional competencies as necessary for coping with such conditions. This qualitative research frames the COVID-19 outbreak as an extreme case of VUCA that grants the opportunity to examine whether our teacher preparation curriculum provides teacher students w…
Mindfulness for in-service and preservice teachers: An empirical map of the discourse from 2000 to 2020
Over the past decade, teacher learning programmes focused on mindfulness have become increasingly noticeable. In this research we ask: How pervasive is the phenomenon of mindfulness for in-service and preservice teachers and what are the characteristics of publications of this discourse? What are the current strands that constitute the discourse of mindfulness for in-service and preservice teachers? This research presents a mapping of this discou…
Critical theory in prestigious academic environments: A first-generation student’s chronicle
The past 50 years have witnessed a growing presence of critical theory within different social science academic departments across the western world. The joint existence of a theory committed to exposing and criticizing various inequalities of the social order within academic institutions based on traditional hierarchies and prestigious arrangements is the starting point of this paper. It is also the viewpoint from which I probe into my own exper…
Sociology (13 works) · Epistemology (12 works) · Psychology (12 works) · Philosophy (11 works) · Philosophy (8 works) · Law (7 works) · Law (7 works) · Mindfulness and Compassion Interventions (7 works) · Political science (7 works) · Aesthetics (6 works)