Debates on mindfulness in education often oscillate between therapeutic affirmation and ideological critique while largely neglecting questions of epistemic and normative justification. This article develops an alternative framework grounded in analytic philosophy of education. Drawing on Metzinger’s (2024) account of mindfulness as epistemic openness, Bowell, Cowan, and Kemp's (2020) critical...
This article presents a model for the application of contemplative pedagogy in higher education, with a focus on rich contextualisation and interdisciplinarity. We articulate a vision for a multiplicity of contemplative pedagogies and present a conceptual framework to guide the understanding, analysis, and evaluation of contemplative practices within learning processes. This framework draws...
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...