Incorporating mindfulness: questioning capitalism

Scherer, B.; Waistell, Jeff

doi:10.1080/14766086.2017.1375424

Cited by 18 publications

(20 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Kabat-Zinn (2017) has defended such application as a universalization of Buddhist sensibilities (“spreading the Dharma”), claiming it matters more that suffering is reduced rather than how. However, those who critique mindfulness “in” education more deeply highlight that it is framed as a self-soothing technique, oriented more broadly to improved performativity, framed by the broader logic of late capitalism and neoliberalism more specifically (Ergas, 2019a; Forbes, 2019; Hyland, 2017; Reveley, 2016; Scherer & Waistell, 2018). Subjected to this critique, mindfulness “in” education is problematic because individuals are taught to cope with systems that may be, at least partially, responsible for their suffering, whereas deeper understanding of self and reality is undermined (Sellman & Buttarazzi, 2020).…”

Section: Modalities Of Mindfulness Within Educationmentioning

confidence: 99%

Mindfulness “in” Education as a Form of Iatrogenesis

Brito

Joseph

Sellman

2021

Journal of Transformative Education

View full text Add to dashboard Cite

Mindfulness-based interventions (MBIs) can result in positive “side effects,” such as concentration and individual well-being, highly desirable to schools operating within a neoliberalist agenda emphasizing performativity. However, employing a critical literature review, we argue that adverse side effects also occur, though under-researched. We engage critical and systems theories, within a broader complexity paradigm, to show how MBIs manifest as a form of “iatrogenesis,” whereby a “sleight of hand” occurs, offsetting systemic fallibility as individual culpability. Iatrogenesis provides both “cancer” and “cure,” the source of much stress and the means to cope, leaving systems under-critiqued whilst the individual is expected to adjust to this logic. Guised like this, MBIs may do more harm than good, obfuscating deeper transformation of self and society. We conclude by uniting with those who argue the need to embrace more authentic and holistic versions of mindfulness for individual and social transformation to occur.

show abstract

Section: Modalities Of Mindfulness Within Educationmentioning

confidence: 99%

Mindfulness “in” Education as a Form of Iatrogenesis

Brito

Joseph

Sellman

2021

Journal of Transformative Education

View full text Add to dashboard Cite

show abstract

“…Our values make us who we are and whom we want to appear to be and eventually who others see in us: collectively, they are the driving factors that can change the relationship between us and ourselves, us and society and us with the ecosystem in which we live [67,68]. There is much investigation that confirms how personal well-being, curiosity, empathy, kindness, and non-materialistic values are linked with more sustainable behaviors [59,69,70]. Sustainability thus really condenses into nurturing and allying values, beliefs, and behaviors with ecological stewardship and with collective responsibility.…”

Section: Individual Dimensionmentioning

confidence: 99%

About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education

Brown²,

2019

View full text Add to dashboard Cite

Humans are at the center of global climate change: The United Nations Sustainable Development Goals (SDGs) are igniting sustainability with proactive, global, social goals, moving us away from the Brundtland paradigm ‘do nothing today to compromise tomorrows generation’. This promotes a regenerative shift in the sustainability concept, no longer only considering resources and energy, but also significant human-centric attributes. Despite this, precise ecological and sustainable attitudes have little prognostic value regarding final related individual human behavior. The global cultural challenge, dominated by technological innovations and business imperatives, alongside the mirroring technological fallacy and lack of ethical reasoning, makes the role of small actions, at individual and at academic scale even harder. This paper outlines the context in which universities can collaborate and contribute to triggering sustainability values, attitudes, and behavior within future regenerative societies. This contribution consists in three main areas: the first analyzes the issue of sustainability transitions at the individual scale, where influencing factors and value–behavior links are presented as reviewed from a number of multi and transdisciplinary scholars’ works. The second part enlarges the picture to the global dimension, tracing the ideological steps of our current environmental crisis, from the differences in prevailing western and eastern values, tradition, and perspectives, to the technological fallacy and the power of the narratives of changes. Finally, the task of our role as academics in the emerging ‘integrative humanities’ science is outlined with education promoted as an essential driver in moving from sustainability to regenerative paradigms.

show abstract

“…(+) Empathic propensity towards others (Cheung, 2016 ; Jones et al, 2019 ; Scherer & Waistell, 2018 ; Weng et al, 2013 )…”

Section: Resultsmentioning

confidence: 99%

Addressing the Societal Challenges in Organizations: The Conceptualization of Mindfulness Capability for Social Justice

2023

View full text Add to dashboard Cite

Social inequalities are partly caused by habitual organizational practices. In this vein, to overcome those, organizations now need to develop new organizational capabilities aimed at enhancing their attention towards societal issues. In our study, we apply the theory of mindfulness to explain how it may help organizations overcome habitual organizing that fuels social inequalities. Guided by the microfoundational perspective of organizational capability, we conceptualize individual characteristics, processes, and structures that collectively form mindfulness capability for social justice. We perceive it as an organizational capability that reflects the extent to which an organization possesses a collective social justice awareness, i.e., awareness of the impact on social justice in society through its organizational practices. We argue that, when adopted by organizations, mindfulness, by increasing the awareness of the organizational impact on society, helps notice, examine, and question the correctness of taken-for-granted organizational practices. From our perspective, this new capability will lead to changes in organizational practices that fuel social inequalities. Our study contributes to the literature on sustainable organizational development and mindfulness research in organizations. Managerial implications and future research directions are also discussed.

show abstract

Incorporating mindfulness: questioning capitalism

Cited by 18 publications

References 29 publications

Mindfulness “in” Education as a Form of Iatrogenesis

Mindfulness “in” Education as a Form of Iatrogenesis

About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education

Addressing the Societal Challenges in Organizations: The Conceptualization of Mindfulness Capability for Social Justice

Contact Info

Product

Resources

About