This paper locates the main challenge for education in cosmopolitanism within the nature of education when interpreted as a “mind-making process.” Based on this interpretation, education is currently a process that shapes non-cosmopolitan minds, for the practices generally associated with it habituate the human mind to see “reality” through contingent social narratives. The aspiration of...
This paper explores a countermovement that is emerging within an educational climate that highlights accountability, standardisation and performativity. This countermovement has become manifest in a rapid rise in the implementation and research of contemplative practices (e.g. mindfulness, yoga) across educational settings. The paper explores the unfolding of this curricular-pedagogical...
This article's main theme is the conceptualization of a 'body-oriented-pedagogy' that unfolds a possibleaccount of 'how one learns from the body'. Based on B.K.S Iyengar's approach to yoga-posture practice,which is embedded in classical yoga's philosophy of 'mind', a 'body-oriented pedagogy' is depicted as apractice that seeks to incite 'embodied mindfulness'. The pedagogy trains one in turning...
This concluding chapter turns to locate the ideas proposed in this book within current discourses. The chapter offers a brief overview of the ‘contemplative turn in education’ and positions this book’s specifically in relation to mindfulness-based curriculum ‘interventions’. I briefly point to wisdom traditions as a robust domain that lurked constantly behind this book’s ideas and explain the...