Empty Curriculum, Empty Mind
Teaching Mindfulness with Military Veterans
Bibliographic Data
| ID | 9020770 |
|---|---|
| Authors | Michael Uebel (0000-0003-0257-6823, University of Texas at Austin, TX, USA, corresponding author) |
| Year | 2019 |
| Volume | 61 |
| Issue | 3 |
| Pages | 427-446 |
| Publication date | 2019-03-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Humanistic Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1678 • E-ISSN: 1552-650X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0022167819834737 |
| OpenAlex | W2919649549 |
| Language | EN |
| Citations received | 2 |
| References cited | 50 |
This conceptual essay places the Buddhist notion of sunyata, or emptiness, at the heart of the enterprise of teaching mindfulness with military veterans. It is a term that brings before us the necessity of having an open and “unknowing” mind, one that frees both students or clients and instructor from becoming mired in routinized, autopilot modes of psychotherapy delivery. While attention to the teaching of mindfulness has centered on the training of instructors and their employment of manualized treatment modalities, this essay shifts the emphasis to what humanistic psychologists and educationalists have termed variously fusion-knowledge (Maslow) and the live classroom (G. I. Brown). Humanistic psychological insights are brought in dialogue with the fields of knowledge management and organizational learning and, most important, transformative learning theory. The author’s group-based delivery of mindfulness in the Veterans Health Administration setting provides an example of a curriculum that is collaboratively generated and based in the ongoing creation of a common vocabulary for living and thinking mindfully. An expansive, improvisational approach to teaching mindfulness is posited as beneficial for the creation of new forms of awareness that shape our psychological and intellectual relations to the lived world
Curriculum · Humanism · Humanistic psychology · Improvisation · Mindfulness · Pedagogy · Psychotherapist · Sociology · Transformative learning · Ego Development and Educational Practices · Mindfulness and Compassion Interventions · Neuroscience, Education and Cognitive Function · Psychology
Purity and Danger
The Evolving Self
Phenomenology of Perception
Pragmatism
Perspective Making and Perspective Taking in Communities of Knowing
Knowledge sharing in context
A General Psychoevolutionary Theory of Emotion
An Experimental Study of Apparent Behavior
What are the benefits of mindfulness? A practice review of psychotherapy-related research.
Mindful Learning
Organizational Culture and Climate
Mindful Practice
Decentering and Related Constructs
Psychotherapy for Military-Related PTSD
Awe Expands People’s Perception of Time, Alters Decision Making, and Enhances Well-Being
The effect of mindfulness-based therapy on anxiety and depression
Relative Efficacy of Mindfulness-Based Relapse Prevention, Standard Relapse Prevention, and Treatment as Usual for Substance Use Disorders
Mechanisms of mindfulness
Zen Buddhism and Psychoanalysis
The Blank Slate
Empty mindfulness in humanistic psychotherapy
How does mindfulness transform suffering? I
From the laboratory to the therapy room
B(eing)-Students
Spontaneity and Naturalness
Psychological Education
Science and the Modern World
Bad is Stronger than Good
Perspective Transformation
Some reflections on the origins of MBSR, skillful means, and the trouble with maps
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |