Mindfulness in Catholic Primary Schools

An Irish Perspective

Dados Bibliográficos

ID4313883
AutoresThomas G Carroll (Mary Immaculate College, autor correspondente), Thomas Carroll (0000-0001-9753-2385, Mary Immaculate College, V94 VN26 Limerick, Ireland)
Ano2023
Volume14
Fascículo11
Páginas1348
Data de publicação2023-10-25
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoReligions (JOURNAL)
Identificadores do periódicoISSN: 2077-1444 • E-ISSN: 2077-1444
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/rel14111348
OpenAlexW4387937889
IdiomaEN
Referências citadas40

Irish Catholic primary education operates within a context increasingly marked by detraditionalisation and secularisation. As religious belief and identity recedes in Ireland, Catholic schools face challenges in enabling the children they serve to develop a personal relationship with God and nurturing their faith formation and development, an important element of the mission of the Catholic school. At the same time, mindfulness practice has grown exponentially in popularity across many sectors of society, including in Irish education. A growing body of research supports mindfulness practice in schools, citing benefits such as improved academic performance and enhanced wellbeing. This review examines the development of mindfulness practice in Irish Catholic primary schools. Curricular reform in primary education regarding the growing role of wellbeing is explored. The review also addresses opportunities and challenges to mindfulness practice in these schools

Alternative medicine · Epistemology · Faith · Irish · Mindfulness · Pedagogy · Political science · Popularity · Psychotherapist · Secularization · Social science · Sociology · Spiritual development · Spirituality · Law · Medicine · Mindfulness and Compassion Interventions · Psychology · Religion, Spirituality, and Psychology · Religious Education and Schools · Social Psychology