From me to we: Revolutionising Mindfulness in Schools
The practice of mindfulness adapts Buddhist meditation to everyday life. It seems effective at managing depression and anxiety, and is taught in schools to boost resilience and grades. Mostly, this prioritises calm. Students learn to focus on themselves, without Buddhist teachings on ethics or inter...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Simpson, Daniel [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2017 |
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| Rechteinformationen: |
Nutzungsrecht: © 2017 Informa UK Limited, trading as Taylor & Francis Group 2017 |
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| Übergeordnetes Werk: |
Enthalten in: Contemporary buddhism - Abingdon : Routledge, 2000, 18(2017), 1, Seite 47 |
|---|---|
| Übergeordnetes Werk: |
volume:18 ; year:2017 ; number:1 ; pages:47 |
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| DOI / URN: |
10.1080/14639947.2017.1301032 |
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The practice of mindfulness adapts Buddhist meditation to everyday life. It seems effective at managing depression and anxiety, and is taught in schools to boost resilience and grades. Mostly, this prioritises calm. Students learn to focus on themselves, without Buddhist teachings on ethics or interdependence. This limits the scope for transformation. Whilst it can help to share techniques to cope with stress, it would be more insightful to target its causes not just symptoms. Instead, a fixation on self gets reinforced, which serves the prevailing market system. The onus is on individuals to be more resilient, instead of changing how things work. Widening inequality and a volatile climate are communal expressions of the roots of suffering, identified by Buddhists as greed, hatred and delusion. If mindfulness in schools were to cultivate 'moral and civic virtues', as British members of parliament argue it should, it could foster compassionate 'pro-social' action. |
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The practice of mindfulness adapts Buddhist meditation to everyday life. It seems effective at managing depression and anxiety, and is taught in schools to boost resilience and grades. Mostly, this prioritises calm. Students learn to focus on themselves, without Buddhist teachings on ethics or interdependence. This limits the scope for transformation. Whilst it can help to share techniques to cope with stress, it would be more insightful to target its causes not just symptoms. Instead, a fixation on self gets reinforced, which serves the prevailing market system. The onus is on individuals to be more resilient, instead of changing how things work. Widening inequality and a volatile climate are communal expressions of the roots of suffering, identified by Buddhists as greed, hatred and delusion. If mindfulness in schools were to cultivate 'moral and civic virtues', as British members of parliament argue it should, it could foster compassionate 'pro-social' action. |
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The practice of mindfulness adapts Buddhist meditation to everyday life. It seems effective at managing depression and anxiety, and is taught in schools to boost resilience and grades. Mostly, this prioritises calm. Students learn to focus on themselves, without Buddhist teachings on ethics or interdependence. This limits the scope for transformation. Whilst it can help to share techniques to cope with stress, it would be more insightful to target its causes not just symptoms. Instead, a fixation on self gets reinforced, which serves the prevailing market system. The onus is on individuals to be more resilient, instead of changing how things work. Widening inequality and a volatile climate are communal expressions of the roots of suffering, identified by Buddhists as greed, hatred and delusion. If mindfulness in schools were to cultivate 'moral and civic virtues', as British members of parliament argue it should, it could foster compassionate 'pro-social' action. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC1993563784</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20211209052628.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">170512s2017 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/14639947.2017.1301032</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20170501</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC1993563784</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC1993563784</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)i802-45b29291b9fcb271bbed62a64f5c5164c4b191e5d16cf4433f2c7bf725925de80</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)0423557620170000018000100047frommetowerevolutionisingmindfulnessinschools</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">290</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Simpson, Daniel</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">From me to we: Revolutionising Mindfulness in Schools</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The practice of mindfulness adapts Buddhist meditation to everyday life. It seems effective at managing depression and anxiety, and is taught in schools to boost resilience and grades. Mostly, this prioritises calm. Students learn to focus on themselves, without Buddhist teachings on ethics or interdependence. This limits the scope for transformation. Whilst it can help to share techniques to cope with stress, it would be more insightful to target its causes not just symptoms. Instead, a fixation on self gets reinforced, which serves the prevailing market system. The onus is on individuals to be more resilient, instead of changing how things work. Widening inequality and a volatile climate are communal expressions of the roots of suffering, identified by Buddhists as greed, hatred and delusion. If mindfulness in schools were to cultivate 'moral and civic virtues', as British members of parliament argue it should, it could foster compassionate 'pro-social' action.</subfield></datafield><datafield tag="540" ind1=" " ind2=" "><subfield code="a">Nutzungsrecht: © 2017 Informa UK Limited, trading as Taylor & Francis Group 2017</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Contemporary buddhism</subfield><subfield code="d">Abingdon : Routledge, 2000</subfield><subfield code="g">18(2017), 1, Seite 47</subfield><subfield code="w">(DE-627)362720738</subfield><subfield code="w">(DE-600)2099313-4</subfield><subfield code="w">(DE-576)103190104</subfield><subfield code="x">1463-9947</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:18</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:47</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">http://dx.doi.org/10.1080/14639947.2017.1301032</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">http://www.tandfonline.com/doi/abs/10.1080/14639947.2017.1301032</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-OAS</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-SAS</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2012</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">18</subfield><subfield code="j">2017</subfield><subfield code="e">1</subfield><subfield code="h">47</subfield></datafield></record></collection>
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