Consistent with the aims of this special issue, we present a systems perspective on self/identity, predicated on William James's classic distinction between I and Me, and use this perspective to explore conceptual relations between self/identity, motivation to learn, and self-regulated learning. We define the I self functionally in terms of the capacity for the conscious shifting and sustaining of awareness. The I is conceived of as that aspect of the self-system that affords the potential for the conscious and willful, rather than the non-conscious and automatic, motivation and regulation of behavior. We introduce contemplative education as a set of pedagogical practices designed to cultivate conscious awareness in an ethical-relational context in which the values of personal growth, learning, moral living, and caring for others are nurtured. We discuss the implications of contemplative education for the cultivation of conscious and willful forms of learning and living among students and educators alike.

中文翻译：

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意识教育：沉思视角下的自我、动机和自我调节学习。

与本期特刊的目标一致，我们提出了一个关于自我/身份的系统视角，基于威廉詹姆斯对我和我的经典区分，并使用这个视角来探索自我/身份、学习动机和自我之间的概念关系。规范学习。我们根据有意识地转变和维持意识的能力来功能性地定义我自己。我被认为是自我系统的一个方面，它为有意识和有意识的行为提供了潜力，而不是无意识和自动的动机和行为调节。我们将沉思教育作为一套教学实践，旨在培养个人成长、学习、道德生活和关爱他人等价值观的伦理关系背景下的意识意识。