An Education in Awareness: Self, Motivation, and Self-Regulated Learning in Contemplative Perspective

Roeser, Robert W.; Peck, Stephen C.

doi:10.1080/00461520902832376

Cited by 172 publications

(99 citation statements)

References 92 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Contemplative practices are increasingly being incorporated in education, much to the credit of the developing field of contemplative science, which concerns the study of the effects of these practices on brain plasticity, subjective well-being, health, performativity, and human development (Farb, Segal, & Anderson, 2013;Garland, Farb, Goldin, & Fredrickson, 2015;Roeser & Peck, 2009;Roth, 2006;Tang, Hölzel, & Posner, 2015;Wallace, 2000;Zenner, Herrnleben-Kurz, & Walach, 2014).…”

Section: What Does This Mean In Practice?mentioning

confidence: 99%

Reclaiming ethics through 'self': A conceptual model of teaching

Ergas¹

2018

Preprint

View full text Add to dashboard Cite

Abstract:Higher education institutions have been accused of losing their moral orientation and failing to provide students with a meaningful educative experience. This paper exposes the roots of this problem within contradictions between two historical commitments of higher education: "serving science" and "know thyself". The paper then develops a conceptual model of teaching practice as such. The model demonstrates the predominance of "serving science", which leads to the compromising of ethics and meaning. The model is then developed to show how "self" can be explicitly reclaimed by integrating the two epistemologies-ethics in teaching practice. Contemporary pedagogical examples are presented to demonstrate this approach.

show abstract

Section: What Does This Mean In Practice?mentioning

confidence: 99%

Reclaiming ethics through 'self': A conceptual model of teaching

Ergas¹

2018

Preprint

View full text Add to dashboard Cite

show abstract

“…Contemplative pedagogy is heavily student based, specific techniques such as intrinsic awareness encompass high-level thinking in the classroom allowing for an energetic dynamic. As a result an educators" proficiency within this approach is essential as active student participation is critical in the success in contemplative pedagogical traditions, according to Roeser and Peck (2009).…”

Section: Contemplative Pedagogy In Education and Human Developmentmentioning

confidence: 99%

Contemplative Pedagogy: Mindfulness Methodology in Education & Human Development

Flores¹

2017

JEHD

View full text Add to dashboard Cite

Today"s children and adolescents live in a digital era, exposed to technology at a young age and often times maintain fast-paced lifestyles. Expectations for students in education have increased steadily in recent decades. In accordance with student lifestyles and heightened expectations in academia, education for children in P-12 has become consistently saturated with technological-based enhancements. As a result, educators continuously search for innovative pedagogical approaches, such as contemplative pedagogy that reaches their students academically. Furthermore, modern pedagogical approaches frequently encompass a social and emotional component; consequently influencing the naturalistic development of the student. The aim of this research is to explore contemplative pedagogy with a special emphasis upon mindfulness methodology in the field of education as it affects the naturalistic development of children and adolescents in P-12. The author first begins by exploring contemplative pedagogy in education, followed with the influences of mindfulness-based practices, including contemplative pedagogical practices for the current educator. Finally, the author highlights related implications and offers suggestions for further research.

show abstract

“…Existe asentimiento entre los especialistas respecto del papel de la dimensión socioemocional en educación y su papel como eje y gestor de los procesos de enseñanza-aprendizaje y buena convivencia (Durlak et al, 2011) específicamente por su impacto en el desempeño académico y bienestar subjetivo (Peña, Mikolajczak y Gross, 2015), en la neurofisiología del organismo (Immordino-Yang y Faeth, 2010), específicamente por su efecto promotor del aprendizaje procesal no orientado a tareas específicas (Galante et al, 2014) o, por ejemplo, por el impacto positivo en el manejo de las emociones disruptivas en situaciones sociales (Roeser y Peck, 2009). Las evidencias se muestran a favor del desarrollo de las emociones en el contexto de aprendizaje (Schutte, Malouff y Thorsteinsson, 2013); y hoy existen hallazgos respecto de su relación sinérgica y complementaria con las prácticas contemplativas, por ejemplo, en su papel mutuo en la percepción subjetiva de satisfacción con la vida, en contraposición al estrés e insatisfacción (Wang y Kong, 2014).…”

Section: Segundo Contexto: La Orientación Contemplativa Y Las Habilidunclassified

Incorporación de la Orientación Contemplativa en la Práctica Educativa del Siglo XXI

Leria¹

2017

reice

View full text Add to dashboard Cite

La orientación contemplativa en la enseñanza y el aprendizaje se propone como un enfoque teórico y práctico en respuesta a la necesidad de promover el desarrollo integral del estudiante más allá del énfasis en los procesos de adquisición conceptual y/o el dominio de competencias funcionales. La orientación contemplativa en la enseñanza y el aprendizaje se propone como un enfoque teórico y práctico en respuesta a la necesidad de promover el desarrollo integral del estudiante más allá del énfasis en los procesos de adquisición conceptual y/o el dominio de competencias funcionales. Denominada en el ámbito educativo como Educación Contemplativa, se presenta una investigación descriptivo-teórica con una breve exposición de los contextos que han posibilitado su incorporación y validación en la práctica pedagógica actual: 1) la evidencia empírica que la avala; 2) el rol de las habilidades socio-afectivas y el papel de las prácticas contemplativas para su desarrollo; 3) la necesidad de integralidad del currículo contemporáneo; 4)la inclusión educativa; y, 5) las tradiciones ancestrales y sus aportes a las prácticas sociales contemporáneas. Se concluye a la orientación contemplativa dentro de las tendencias actuales para el enriquecimiento de la experiencia educativa y reavivación de la dimensión del Ser en educación, como condición primaria al acto de conocer.Descriptores: Educación alternativa, Práctica pedagógica, Concepto moral, Orientación pedagógica, Actualización de los conocimientos.The contemplative orientation in teaching and learning is proposed as a theoretical and practical approach in response to the need to promote the integral development of the student beyond the emphasis on the processes of conceptual acquisition and / or mastery of functional competences. The contemplative orientation in teaching and learning is proposed as a theoretical and practical approach in response to the need of promoting the integral development of the student beyond the emphasis on the processes of conceptual acquisition and mastery of functional competences. Named in the educational field as Contemplative Education, a descriptive-theoretical research is presented with a brief exposition of the contexts that have made possible its incorporation and validation in the current pedagogical practice: 1) the empirical evidence that supports it; 2) the role of socio-affective skills and the role of contemplative practices for their development; 3) the need for integrality of the contemporary curriculum; 4) the educational inclusion; And, 5) the ancestral traditions and their contributions to contemporary social practices. The contemplative orientation is concluded within current trends for the enrichment of the educational experience and revival of the dimension of Being in education, as a primary condition to the act of knowing.

show abstract

An Education in Awareness: Self, Motivation, and Self-Regulated Learning in Contemplative Perspective

Cited by 172 publications

References 92 publications

Reclaiming ethics through 'self': A conceptual model of teaching

Reclaiming ethics through 'self': A conceptual model of teaching

Contemplative Pedagogy: Mindfulness Methodology in Education & Human Development

Incorporación de la Orientación Contemplativa en la Práctica Educativa del Siglo XXI

Contact Info

Product

Resources

About