ABSTRACT

Within the recent rise in the incorporation of contemplative practices in higher education, mindfulness stands out as the most studied and implemented practice. However, most of its studied implementations have been focused on interventions associated with mental health. Very little attention has been given to the study of mindfulness's potential broader educational impact. This study is based on the analysis of final assignments from the course „mindfulness and education„, taught to 673 students at three Faculties of Education between 2011 and 2018 and on a retrospective questionnaire. Results show that in addition to common effects of mindfulness (e.g., stress-reduction), many students recognised mindfulness as an educational practice that had transformed their view of the nature of education and sometimes of life itself. The paper lends support to the understanding and framing of mindfulness as aformative educational practice that accords with aims of higher education.

摘要

在最近将冥想实践纳入高等教育的趋势中，正念作为研究和实施最多的实践脱颖而出。然而，其研究的大部分实施都集中在与心理健康相关的干预措施上。很少有人关注正念潜在的更广泛教育影响的研究。本研究基于对 2011 年至 2018 年期间在三个教育学院的 673 名学生授课的“正念与教育”课程的期末作业分析以及回顾性问卷调查。结果表明，除了正念的共同作用（例如，减轻压力）之外，许多学生将正念视为一种教育实践，它改变了他们对教育本质的看法，有时甚至是对生活本身的看法。