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005			20211101112346.0
008			211101b ||||| |||| 00| 0 eng d
020			_a9789400737297
082			_a371.39 _bHYL
100			_aHyland, Terry _93991
245			_aMindfulness and learning: celebrating the affective dimension of education
260			_bSpringer _aLondon _c2011
300			_axxi, 237 p.
365			_aEUR _b119.99
490			_aLifelong learning book series
504			_aTable of content Front Matter Pages i-xxi PDF The Therapeutic Turn in Education Terry Hyland Pages 1-9 Education and Therapy Terry Hyland Pages 11-23 The Nature of Mindfulness Terry Hyland Pages 25-38 The Practice of Mindfulness Terry Hyland Pages 39-53 Applications of Mindfulness Terry Hyland Pages 55-70 The Education of the Emotions Terry Hyland Pages 71-85 The Affective Domain of Education Terry Hyland Pages 87-104 Learning, Teaching and Curriculum Terry Hyland Pages 105-123 From School to Lifelong Learning Terry Hyland Pages 125-144 Vocational Education and Training Terry Hyland Pages 145-161 Professionalism, Research and Teaching Terry Hyland Pages 163-175 Mindfulness, Morals and the Aims of Education
520			_aIntroduction In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task. In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function – the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, he advances a powerful argument for redressing this imbalance by enhancing the affective domain of learning. Mindfulness and Learning: Celebrating the Affective Dimension of Education shows how the concept and practice of ‘mindfulness’ – non-judgmental, present moment awareness and experience – can enrich learning at all levels. Mindfulness thus contributes to the enhanced achievement of general educational goals, and helps remedy the gross deficiency of the affective/emotional aspects of contemporary theory and practice. The author outlines a mindfulness-based affective education (MBAE) programme and shows how it might be introduced into educational provision from the early years to adult education with a view to harmonising the cognitive-affective balance across the system.
650			_aEducation--Philosophy _94244
650			_aCognitive learning _94245
650			_aContinuing education _94246
650			_aEducational psychology _94247
942			_2ddc _cBK