Literaturnachweis - Detailanzeige
Autor/in | Ergas, Oren |
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Titel | A Contemplative Turn in Education: Charting a Curricular-Pedagogical Countermovement |
Quelle | In: Pedagogy, Culture and Society, 27 (2019) 2, S.251-270 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ergas, Oren) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1468-1366 |
DOI | 10.1080/14681366.2018.1465111 |
Schlagwörter | Educational Change; Accountability; Metacognition; Teaching Methods; Standards; Curriculum Development; Intervention; Inquiry; Epistemology; Ethics; Definitions; Time Perspective; Educational Objectives; Classification; Economic Factors; Foreign Countries; Program Development; Universities; Washington (Seattle); Canada; Rhode Island; Michigan Bildungsreform; Verantwortung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erkenntnistheorie; Ethik; Begriffsbestimmung; Zeitbezug; Educational objective; Bildungsziel; Erziehungsziel; Classification system; Klassifikation; Klassifikationssystem; Ökonomischer Faktor; Ausland; Programmplanung; University; Universität; Kanada |
Abstract | This paper explores a countermovement that is emerging within an educational climate that highlights accountability, standardisation and performativity. This countermovement has become manifest in a rapid rise in the implementation and research of contemplative practices (e.g. mindfulness, yoga) across educational settings. The paper explores the unfolding of this curricular-pedagogical phenomenon, characterises its core elements and explains why and how it can be viewed as a 'contemplative turn in education'. Based on a conceptual review of academic publications in the field, the paper demonstrates a progression from a pre-contemplative era to the current contemplative turn. As part of the review three curricular domains within this turn are described: mindfulness-based interventions, contemplative pedagogies and contemplative inquiry. Each domain offers a different perspective on the contemplative turn and contributes to epistemological changes in curricular-pedagogical practice. The paper also presents a critical discourse that challenges the contemplative turn's ethics, implementations and curricular orientations. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |