The role of silent witness in self-transcendence through art and mindfulness-based processes in learning environments
Journal of Silence Studies in Education December 10, 2024 DOI: 10.31763/jsse.v3i2.102 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Meditation |
| Key points | Argues that "silent witness"—the absence of verbal response, including judgment, criticism, or interpretation—within structured art and mindfulness practices creates a liberating space for spontaneous self-inquiry and measured risk-taking. The authors propose that this convergence of silence, mindfulness, and art promotes insight, self-awareness, self-regulation, and authentic self-knowledge, and they advance it as a new form of social emotional learning in education settings. |
Abstract
Engaging in silent witness within structured art and mindfulness practices allows for a variety of benefits. Silent witness involves the absence of verbal response—withholding commentary, including communications of judgement, criticism, or (mis)interpretation. Thus, it enables a liberating learning space for spontaneous self-inquiry and measured risk-taking. This conceptual article explores a structured model of art therapy that supports silence, creativity and spontaneous expression (Allen, 1995), and we connect this to relevant mindfulness mechanisms. The use of silence in this model promotes insight, self-awareness, and space for new experiences and possibilities, while promoting enjoyment, exploration, and self-regulation. Silent witness becomes the driving force for practitioners to arrive at new "inner destinations," transcending previous thoughts, emotions, and experiences, leading to authentic self-knowledge and the ability to be fully oneself. This convergence of silence, mindfulness, and art foster deeper personal growth and connection, which we propose as a new form of social emotional learning in education settings.