ADDING LEMON JUICE TO POISON – RAISING CRITICAL QUESTIONS ABOUT THE OXYMORONIC NATURE OF MINDFULNESS IN EDUCATION AND ITS FUTURE DIRECTION
E. Sellman, Gabriella F. Buttarazzi
British Journal of Educational Studies February 16, 2019 DOI: 10.1080/00071005.2019.1581128 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Meditation |
| Keywords | Education |
| Key points | Argues that mindfulness-based interventions in education, when pursued for enhanced focus and well-being, serve a neoliberal agenda by encouraging students to cope with oppressive structures rather than challenge them. Proposes reconnecting mindfulness with its original meaning of remembrance and discernment and advancing 'mindfulness as education' through embodied, contemplative pedagogy and mindful interpersonal relationships. |
Abstract
ABSTRACT This article seeks to amplify debates concerning the application of mindfulness based interventions (MBIs) to schools and other places of learning by deepening a number of conceptual, methodological and implementational issues. It argues that the pursuit of the by-products of mindfulness, enhanced focus and well-being serve a neoliberal agenda for education. This is lemon-juice to poison as it encourages students to accept and cope with oppressive structures partially responsible for suffering in society rather than develop the deepened awareness necessary to challenge and transform them. Reconnecting mindfulness with its original meaning of remembrance and discernment is highlighted as a means for engaging students with more agentic possibilities. The article begins to make the case for mindfulness as education, rather than mindfulness in education, realised as an embodied approach rather than psychological intervention with key roles for contemplative pedagogy and mindful inter-personal relationships.