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The uses of mindfulness in anti-oppressive pedagogies: Philosophy and praxis
Canadian Journal of Education
Format: Journal Article
Publication Date: Nov 30, 2001
Pages: 477 - 497
Sources ID: 68631
Visibility: Public (group default)
Abstract: (Show)
In this article, I argue that educators can utilize mindfulness practices to enhance the efficacy of anti-oppressive pedagogy. The philosophies of Wittgenstein and Nagarjuna provide a holistic human ontology and show that learning affects students at all levels: mind, body, emotion, and spirit. My analysis of the phenomenology of thinking reveals the modes of relationship to ideation. I have proposed mindfulness practice as a proven technique to address the non-cognitive forms of attachment to ideation that may remain in force despite the most thorough-going intellectual change.