Mindfulness in a Moroccan University: Exploring Students' Transformational Journey through an Academic Course in Mindfulness

Autor/in	Kumar, Smita
Titel	Mindfulness in a Moroccan University: Exploring Students' Transformational Journey through an Academic Course in Mindfulness
Quelle	In: Journal of Transformative Education, 19 (2021) 3, S.241-260 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kumar, Smita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344620986218
Schlagwörter	Metacognition; Reflection; Transformative Learning; Lifelong Learning; Holistic Approach; Self Concept; Well Being; Psychological Patterns; Altruism; Religious Factors; College Curriculum; Elective Courses; Undergraduate Students; Individual Development; Foreign Countries; Morocco + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pädagogische Transformation; Life-long learning; Lebenslanges Lernen; Holistischer Ansatz; Selbstkonzept; Well-being; Wellness; Wohlbefinden; Altruistic behavior; Altruismus; Elective course; Wahlkurs; Individuelle Entwicklung; Ausland; Marokko
Abstract	This study examines how students experienced and made meaning of a novel academic course in mindfulness, offered to foster holistic learning through self-knowledge. For this interpretive phenomenological analysis, data were collected through critical reflective journals and semistructured interviews. The findings suggest that the course allowed students to develop deeper self-awareness, greater well-being, compassion, and wisdom and to experience profound transformation. The study suggests that gaining metacognitive awareness into causes of suffering led students to engage in change. Also, as students engaged in mindfulness practices, they drew connections with their religious and spiritual practices, deepening our understanding of cultural--spiritual perspectives on transformative learning. This course and study examined the idea that if we build mindfulness and contemplative pedagogy into the core curriculum of higher education, we can provide opportunities for transformative and lifelong learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01