Interview with Oren Ergas on his book Reconstructing ‘Education’ through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy
Keywords:Mindfulness, Teacher Education, Social-Emotional Learning, Curriculum, Pedagogy
AbstractKarlheinz Valtl and Dominik Weghaupt discuss Reconstructing ‘Education’ through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy (2017) with author Oren Ergas.
Barbezat, D. P., & Bush, M. (2013). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco: Jossey-Bass.
Ergas, O. (2017). Reconstructing ‘education’ through mindful attention: Positioning the mind at the center of curriculum and pedagogy. London: Palgrave Macmillan.
Ergas, O. (2018). Schooled in our own minds: mind-wandering and mindfulness in the makings of the curriculum. Journal of Curriculum Studies, 50(1), 77-95.
Ergas, O. (2019a). Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness. Studies in Philosophy and Education, 38(2), 113-128.
Ergas, O. (2019b). A contemplative turn in education: charting a curricular-pedagogical countermovement. Pedagogy, Culture & Society, 27(2), 251-270.
Hadot, P. (1995). Philosophy as a way of life: Spiritual exercises from Socrates to Foucault. Oxford: Blackwell.
James, W. (1890/2007). The principles of psychology. New York: Cosimo, Inc.
Nørretranders, T. (1991). The user illusion: Cutting consciousness down to size. New York: Viking.
Zajonc, A. (2009). When knowing becomes love: Meditation as contemplative inquiry. Great Barrington, MI: Lindisfarne Books.
Authors who publish with this journal sign a publishing agreement after their paper has been accepted. Through the agreement, authors transfer copyright to CMind, the Center for Contemplative Mind in Society, the publisher of JOCI. Authors may enter into additional contractual arrangements for the non-exclusive distribution of the journal's published version of their work (e.g., to publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are also permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), with acknowledgement of its initial publication in this journal and retaining the formatting as published in JOCI.