Adding Lemon Juice to Poison – Raising Critical Questions About the Oxymoronic Nature of Mindfulness in Education and Its Future Direction
Bibliographic Data
| ID | 8405689 |
|---|---|
| Authors | Edward Sellman (0000-0001-9124-5502, University of Nottingham, corresponding author), Gabriella F Buttarazzi (0000-0001-9679-755X, University of Nottingham Ningbo China) |
| Year | 2020 |
| Volume | 68 |
| Issue | 1 |
| Pages | 61-78 |
| Publication date | 2020-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2019.1581128 |
| OpenAlex | W2911833094 |
| Language | EN |
| Citations received | 21 |
| References cited | 26 |
This article seeks to amplify debates concerning the application of mindfulness based interventions (MBIs) to schools and other places of learning by deepening a number of conceptual, methodological and implementational issues. It argues that the pursuit of the by-products of mindfulness, enhanced focus and well-being serve a neoliberal agenda for education. This is lemon-juice to poison as it encourages students to accept and cope with oppressive structures partially responsible for suffering in society rather than develop the deepened awareness necessary to challenge and transform them. Reconnecting mindfulness with its original meaning of remembrance and discernment is highlighted as a means for engaging students with more agentic possibilities. The article begins to make the case for mindfulness as education, rather than mindfulness in education, realised as an embodied approach rather than psychological intervention with key roles for contemplative pedagogy and mindful inter-personal relationships
Contemplation · Discernment · Embodied cognition · Epistemology · Inclusion (mineral) · Intervention (counseling) · Meaning (existential) · Mindfulness · Pedagogy · Psychological intervention · Psychotherapist · Sociology · Child Therapy and Development · Mindfulness and Compassion Interventions · Psychology · Resilience and Mental Health · Social Psychology
A Qualitative Study of a Mindfulness-Based Intervention in Educational Contexts in Chile
The confluence of authenticity and mindfulness
Examining the ethics of school-based mindfulness programs
Mindfulness for in-service and preservice teachers
Is Mindfulness in Schools ‘Dead in the Water’? Teachers’ Voices Argue for a More Integrative Approach
Breathe-well grounded theory
Post-secular affective labours of teaching
The art of Buddhist connectivity
Exploring mindfulness in/as education from a Heideggerian perspective
Mindfulness In, As and Of Education
Anti-racism and global citizenship education informed by Daoist emptiness-mindfulness
Deconstructing mindfulness in education
Mindfulness in schools
Doing well’ and ‘being well’—secondary school teachers’ perspectives
Can Mindfulness Disrupt Temporalities of Contemporary Schooling
From Instrumental to Integral Mindfulness
Mindfulness, Self-Inquiry, and Artmaking
A Quiet Revolution? Reflecting on the Potentiality and Ethics of Mindfulness in a Junior School
Contemplative practices and teacher professional becoming
Journaling
The Contemplative Approach of Indian Philosophies & Science Education
The Dangerous Rise of Therapeutic Education
The varieties of contemplative experience
The Courage to Teach
Improving classroom learning environments by Cultivating Awareness and Resilience in Education (Care)
Freedom to Learn
What does mindfulness really mean? A canonical perspective
Is mindfulness present-centred and non-judgmental? A discussion of the cognitive dimensions of mindfulness
Reclaiming ethics through “self”
The Deeper Teachings of Mindfulness-Based ‘Interventions’ as a Reconstruction of ‘Education’
Mindfulness and the Therapeutic Function of Education
The Limits of Mindfulness
Enlightenment Now
Some reflections on the origins of MBSR, skillful means, and the trouble with maps
| Unique citing works | 21 |
|---|---|
| Citations per year | 3 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |