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Mindfulness in a Moroccan University: Exploring Students’ Transformational Journey Through an Academic Course in Mindfulness
Journal of Transformative Education Pub Date : 2021-02-01 , DOI: 10.1177/1541344620986218
Smita Kumar 1
Affiliation  

This study examines how students experienced and made meaning of a novel academic course in mindfulness, offered to foster holistic learning through self-knowledge. For this interpretive phenomenological analysis, data were collected through critical reflective journals and semistructured interviews. The findings suggest that the course allowed students to develop deeper self-awareness, greater well-being, compassion, and wisdom and to experience profound transformation. The study suggests that gaining metacognitive awareness into causes of suffering led students to engage in change. Also, as students engaged in mindfulness practices, they drew connections with their religious and spiritual practices, deepening our understanding of cultural–spiritual perspectives on transformative learning. This course and study examined the idea that if we build mindfulness and contemplative pedagogy into the core curriculum of higher education, we can provide opportunities for transformative and lifelong learning.



中文翻译:

摩洛哥大学的正念:通过正念学术课程探索学生的转型之旅

这项研究考察了学生如何在正念中体验和理解一门新颖的学术课程,并通过自知之明来促进整体学习。对于这种解释性现象学分析,数据是通过重要的反思期刊和半结构化访谈收集的。调查结果表明,该课程使学生能够发展更深的自我意识,更大的幸福感,同情心和智慧,并经历深刻的变革。该研究表明,获得对痛苦根源的元认知意识可以促使学生进行变革。此外,随着学生从事正念练习,他们与宗教和精神练习有了联系,加深了我们对变革性学习的文化-精神观点的理解。

更新日期:2021-03-15
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