Mindfulness Practices And Learning Economics

Abstract

There is a growing interest among educators in teaching and learning practices based on mindfulness, a concept derived from eastern meditative traditions. This paper describes how mindfulness practices and concepts can be used to enhance the students learning experience in beginning economics courses. Specific areas with a high potential for learning enhancement are identified: grasping abstract economic concepts, seeing beyond obvious economic consequences, and finding ones own ethical framework in economic analysis. Current research linking mindfulness practices to student development in these areas is examined and practical methods are offered to integrate mindfulness into the economics classroom.

Elevating Beyond the Content: The Integration of Mindfulness and Gratitude in the Chemistry Classroom

“…Mindfulness practice has been incorporated into many higher education classrooms including economics, health professions, law, nursing, , religious studies, and social work . In chemistry classrooms, there have been five reports utilizing contemplative practices in general chemistry, physical chemistry, and nonmajor chemistry courses. ,,− The earliest report was from Barelski in 1976 who utilized contemplative practices, including deep breathing and “ meditation-like ” practices to develop body chemistry awareness .…”

A cultural comparison of mindfulness and student performance: Evidence from university students in five countries

“…Additional studies of the effect of mindfulness on learning outcomes include those of Borker (2013) and Ramsburg and Youmans (2014) Several studies have addressed cultural issues related to mindfulness. Christopher et al (2009) compared mindfulness levels among college students between the United States and Thailand using the MAAS survey, and found students demonstrated scalar invariance between countries, but did not significantly differ in latent mean mindfulness levels.…”

Ethical Decision-Making Frameworks for Engineering Education: A Cross-Disciplinary Review

“…Borker wanted to teach a habit of awareness and mindfulness within the economics student body [23]. The motivation for this study mirrors the motivation that other studies discussed have presented: students in technical fields often have difficulty with the more nuanced, abstract learning and tend to revert to more concrete concepts when presented with complicated scenarios.…”