The concept of well-being has emerged over the past several years in a significant way in higher education across North America, posing the question of what well-being means in relation to transformative education. The meaning and implications of relating well-being and transformative learning for emerging adults, college and university students aged 18–25, are articulated. Critical thinking, typically cited as the ideal mental activity aimed for in higher education, is explored in relation to mindfulness as a complementary form of mental activity and in both their connections to contemplative education. This unites these sometimes disparate activities many educators see as essential functions for student success, suggests a more holistic conception of student well-being, and promotes transformative education through a process of self-clarification for students in the midst of emerging adulthood.

中文翻译：

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高等教育中新兴成人的变革性学习和福祉

福祉的概念在过去几年中以重要的方式出现在北美的高等教育中，提出了福祉对于变革性教育意味着什么的问题。阐明了将幸福感和变革性学习联系起来对于 18-25 岁的新兴成年人、大学生的意义和影响。批判性思维通常被认为是针对高等教育的理想心理活动，它与作为心理活动的补充形式的正念以及它们与沉思教育的联系进行了探讨。这将许多教育工作者视为学生成功的基本功能的这些有时不同的活动结合在一起，提出了更全面的学生福祉概念，