Mindfulness applications are increasing exponentially across many disciplines. However, mindfulness theory and practice within design pedagogy is relatively scarce. What are the operational concepts and applications of mindfulness for acquiring design skills and ethical awareness? We explore these questions through a theoretical framework and two university-based studies where design students engaged in various mindfulness activities. Results show that meditation practices (formal mindfulness) and adopting a mindful approach to design tasks (informal mindfulness) can facilitate exploratory and creative thinking, increase sensory and spatial awareness, ‘free up’ one’s inner critic, and expand students’ empathetic horizons. These outcomes suggest mindfulness training is fruitful for the holistic development of students, supporting them to be truly reflective practitioners who creatively attend to the wellbeing of others and themselves.

正念应用在许多学科中呈指数级增长。然而，设计教学法中的正念理论和实践相对较少。正念在获得设计技能和道德意识方面的操作概念和应用是什么？我们通过一个理论框架和两项基于大学的研究来探索这些问题，其中设计专业的学生参与了各种正念活动。结果表明，冥想练习（正式正念）和采用正念方法来设计任务（非正式正念）可以促进探索性和创造性思维，增加感官和空间意识，“释放”内心的批评，并扩大学生的移情视野。这些结果表明正念训练对学生的全面发展是卓有成效的，