The Sacred to the Secular: Using Mindfulness and Meditation as Instructional Methods in Academia

Gupta, Kalpana

doi:10.1002/ace.20308

Cited by 3 publications

References 7 publications

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In search of “Asian perspectives” in the field of adult education: From Asian perspectives to deimperialization

Kuk

2024

New Dir Adult Contin Educ

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What constitutes an “Asian perspective” in the field of adult education? Through a literature review of journal articles from 1990 to 2023 on adult education in the geographical category of Asia, I analyzed how these discussions connect to an Asian perspective. I identified five approaches through which Asian voices have been articulated in the literature: (1) distinct and shared cultural traditions, (2) ambiguities in Asian diaspora transitions, (3) local and/or historical practices applying the lens of Western or external theories, (4) local and/or historical experiences with a focus on practice, and (5) Indigenous/independent theorizing. In addition to a need to de‐reify theory by contextualizing processes of theorizing, I argue for deimperialization in the field of adult education—a need to interrogate imperial imaginaries that persist in education theorizing and practices across Asian regions and making the category of “Asians” fluid by historicizing relations of power such as colonialism, imperialism, and neoliberal capitalism.

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In search of “Asian perspectives” in the field of adult education: From Asian perspectives to deimperialization

Kuk

2024

New Dir Adult Contin Educ

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Meditation as panacea: A longitudinal semantic network analysis of meditation coverage in campus newspapers from 1997–2018

Chen

Hansen

2021

Journal of American College Health

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Digital Distractions, Mindfulness, and Academic Performance With Undergraduate College Students

Eduljee

Murphy

Croteau

2022

Handbook of Research on Clinical Applications of Meditation and Mindfulness-Based Interventions in Mental Health

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This study examined the relationship between digital distractions, mindfulness, and academic performance with undergraduate college students. A total of 199 students completed surveys that examined digital distractions and the Five Facet Mindfulness Questionnaire (Baer et al., 2006). The results indicated that 96.5% of participants had a digital device near them when studying, and 94.0% used a digital device to help them study. The major purpose for using a digital device in the classroom was to check the time on their phone (91.0%) and text someone (88.9%). Some reasons for using a digital device for non-classroom purposes included to fight boredom (39.2%) and to stay connected with others (25.1%). Participants who had fewer digital distractions tended to be more mindful and a significant positive relationship (r = .192, p <; .05) was obtained between overall mindfulness and academic performance.

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The Sacred to the Secular: Using Mindfulness and Meditation as Instructional Methods in Academia

Abstract: 2 The purpose of the chapter is to explore the sacred and secular tensions of incorporating mindfulness and meditation practices in secular university settings.

Cited by 3 publications

References 7 publications

In search of “Asian perspectives” in the field of adult education: From Asian perspectives to deimperialization

In search of “Asian perspectives” in the field of adult education: From Asian perspectives to deimperialization

Meditation as panacea: A longitudinal semantic network analysis of meditation coverage in campus newspapers from 1997–2018

Digital Distractions, Mindfulness, and Academic Performance With Undergraduate College Students

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