Since the turn of the millennium there has been a clear rise in the implementation and research of mindfulness across primary, secondary and postsecondary education. These implementations, however, hardly constitute a uniform phenomenon. They reflect a variety of framings, modalities and educational aims, as documented in hundreds of peer-reviewed papers. To date no overarching review has provided an empirically-based mapping of this multifaceted and rapidly developing discourse. This paper offers a first-of-its-kind map of mindfulness in education based on the 447 peer-reviewed papers published between 2002 and 2017 that constitute this academic discourse, applying grounded theory methodology. The research reveals an exponential rise in the amount of publications over years, with a complex discourse that evolves from seven different framings of the practice, applied to nine different educational domains and through various types of implementation. It maps this complexity and outlines two main patterns that reflects this discourse to date: a) Mindfulness in education, which comprises mostly of outsourced, secularized interventions aimed at improved mental-physical health, social-emotional learning and cognitive functions. b) Mindfulness as education, which is a more transformative strand characterized by contemplative pedagogy in higher education and sporadic whole-school implementations. Overall, in the studied period mindfulness has been moving from near-anonymity toward the mainstream; however, this discourse reflects a nascent phase given that it is only beginning to critique itself. Furthermore, its two patterns reflect a split discourse that is challenged by the practice’s psychological-secular framing and its Buddhist framing.

中文翻译：

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教育中的正念：从2002年至2017年不断发展的学术话语地图

自千年之交以来，在小学，中学和中学后教育中正念的实施和研究有了明显的增长。然而，这些实施方式几乎不构成统一的现象。它们反映了各种框架，方式和教育目标，正如数百篇经过同行评审的论文所记录的那样。迄今为止，还没有一个全面的综述提供这种经验丰富且发展迅速的话语的基于经验的映射。本文基于扎根的理论方法，根据构成该学术论述的2002年至2017年之间发表的447篇经同行评审的论文，提供了教育中正念的开创性地图。研究表明，多年来出版物数量呈指数增长，复杂的话语从实践的七个不同框架演变而来，并通过九种不同的实施方式应用于九个不同的教育领域。它描绘了这种复杂性，并概述了反映这一论述的两种主要模式：a）教育正念，主要包括外包的，世俗的干预措施，旨在改善身心健康，社会情感学习和认知功能。b）正念作为教育，是更具变革性的一环，其特征是高等教育中的沉思教育法和零星的全校实施。总体而言，在所研究的时期中，正念一直从近乎匿名变为主流。但是，由于它只是开始自我批评，因此这种话语反映了一个新生的阶段。此外，