The Uses of Mindfulness in Anti-oppressive Pedagogies: Philosophy and Praxis
D. Orr
December 2, 2002 DOI: 10.2307/1602246 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper |
|---|---|
| Topics | Meditation |
| Key points | Argues that mindfulness practices can address non-cognitive attachments to ideation that remain after intellectual change, thereby enhancing anti-oppressive pedagogy. Proposes a holistic human ontology grounded in Wittgenstein and Nagarjuna, where learning affects mind, body, emotion, and spirit. |
Abstract
In this article, I argue that educators can utilize mindfulness practices to enhance the efficacy of anti-oppressive pedagogy. The philosophies of Wittgenstein and Nagarjuna provide a holistic human ontology and show that learning affects students at all levels: mind, body, emotion, and spirit. My analysis of the phenomenology of thinking reveals the modes of relationship to ideation. I have proposed mindfulness practice as a proven technique to address the non-cognitive forms of attachment to ideation that may remain in force despite the most thorough-going intellectual change. Keywords: mindful pedagogy, anti-oppressive pedagogy, critical pedagogy, mindfulness meditation Dans cet article, l’auteure fait valoir que les enseignants peuvent utiliser des pratiques attentionnees pour augmenter l’efficacite de la pedagogie libertaire. Les philosophies de Wittgenstein et de Nagarjuna permettent une ontologie humaine holistique et demontrent que l’apprentissage affecte les etudiants sur tous les plans : l’intelligence, le corps, les emotions et l’esprit. Les analyses de la phenomenologie de la pensee revelent les types de relation a l’ideation. La pratique attentionnee est proposee comme une technique qui a fait ses preuves pour traiter les formes d’attachement hors du champ cognitif a l’ideation qui demeure active malgre le plus profond changement intellectuel. Mots-cles : pedagogie attentionnee, pedagogie libertaire, pedagogie critique, meditation attentionnee
Comparable studies
Other theoretical and historical papers on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness: A proposed operational definition. | 2004 | Theoretical or philosophical paper | |
| Mechanisms of mindfulness | 2005 | Theoretical or philosophical paper | |
| How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective | 2011 | Theoretical or philosophical paper | |
| Mindfulness-based cognitive therapy for depression | 2006 | Theoretical or philosophical paper | |
| Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness | 2012 | Theoretical or philosophical paper |
Citations in the library
Cited by 4
- A contemplative turn in education: charting a curricular-pedagogical countermovement Pedagogy Culture and Society May 14, 2018
- Mindfulness, Democracy, and Education Democracy & Education November 9, 2015
- Experiencing The Space: Visiting Cemeteries On All Saints’ Day and an Ordinary Day The Qualitative Report March 15, 2021
- Exploring the Dao-field Transformative Dialogues Teaching and Learning Journal March 1, 2010