Mindfulness and learning: celebrating the affective dimension of education
Material type:
TextSeries: Lifelong learning book seriesPublication details: London Springer 2011 Description: xxi, 237 pISBN: 9789400737297Subject(s): Education--Philosophy | Cognitive learning | Continuing education | Educational psychologyDDC classification: 371.39 Summary: Introduction
In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task.
In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function – the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, he advances a powerful argument for redressing this imbalance by enhancing the affective domain of learning.
Mindfulness and Learning: Celebrating the Affective Dimension of Education shows how the concept and practice of ‘mindfulness’ – non-judgmental, present moment awareness and experience – can enrich learning at all levels. Mindfulness thus contributes to the enhanced achievement of general educational goals, and helps remedy the gross deficiency of the affective/emotional aspects of contemporary theory and practice.
The author outlines a mindfulness-based affective education (MBAE) programme and shows how it might be introduced into educational provision from the early years to adult education with a view to harmonising the cognitive-affective balance across the system.
| Item type | Current library | Collection | Call number | Copy number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|---|
Book
|
Indian Institute of Management LRC General Stacks | Human Resource and Organization Behvaiour | 371.39 HYL (Browse shelf(Opens below)) | 1 | Available | 001568 |
Table of content
Front Matter
Pages i-xxi
PDF
The Therapeutic Turn in Education
Terry Hyland
Pages 1-9
Education and Therapy
Terry Hyland
Pages 11-23
The Nature of Mindfulness
Terry Hyland
Pages 25-38
The Practice of Mindfulness
Terry Hyland
Pages 39-53
Applications of Mindfulness
Terry Hyland
Pages 55-70
The Education of the Emotions
Terry Hyland
Pages 71-85
The Affective Domain of Education
Terry Hyland
Pages 87-104
Learning, Teaching and Curriculum
Terry Hyland
Pages 105-123
From School to Lifelong Learning
Terry Hyland
Pages 125-144
Vocational Education and Training
Terry Hyland
Pages 145-161
Professionalism, Research and Teaching
Terry Hyland
Pages 163-175
Mindfulness, Morals and the Aims of Education
Introduction
In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task.
In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function – the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, he advances a powerful argument for redressing this imbalance by enhancing the affective domain of learning.
Mindfulness and Learning: Celebrating the Affective Dimension of Education shows how the concept and practice of ‘mindfulness’ – non-judgmental, present moment awareness and experience – can enrich learning at all levels. Mindfulness thus contributes to the enhanced achievement of general educational goals, and helps remedy the gross deficiency of the affective/emotional aspects of contemporary theory and practice.
The author outlines a mindfulness-based affective education (MBAE) programme and shows how it might be introduced into educational provision from the early years to adult education with a view to harmonising the cognitive-affective balance across the system.
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