The case for mindfulness in teaching and learning
Journal Article
2005
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Journal Title
South African Journal of Higher Education
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University of Stellenbosch
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University of Cape Town
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Faculty
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Abstract
In this article the nature of mindfulness is explored in conjunction with its mental neighbour, mindlessness. At first glance, mindfulness conjures images of alert consciousness and willing responsibility whereas mindlessness reflects a far more negative perception of attitude and behaviour; a state of mind seemingly detrimental to effective learning. <br>In Eastern philosophy, however, emptying the mind, a positive mindlessness if you will, is a recommended state of consciousness where learners intuitively act from a state of grace with seeming ease and prowess. This mindful mindlessness is a worthy educational pursuit which belies the simplicity of polarised opposites. <br>The mindful-mindless equation impacts our lives as teachers and learners as potential partners-in-education and thus carries potentially positive and negative societal and educational consequences.
Description
Reference:
Grant, T. (2005). The case for mindfulness in teaching and learning. South African Journal of Higher Education, 19(3), p-147.