Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning

Hyland, Terry (2010) Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. International Journal of Lifelong Education, 29 (5). pp. 517-532. ISSN 0260-1370

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Abstract

Although it has been given qualified approval by a number of philosophers of education, the so-called 'therapeutic turn' in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives concerned with enhancing and developing confidence and self-esteem in learners. After offering some critical observations on these developments, I suggest that there are some educationally justifiable goals underpinning what has been described as a therapeutic turn. Whilst accepting that 'self-esteem' and cognate concepts cannot provide a general end or universal aim of education, the therapeutic function-the affective domain of learning-is more valuable and significant than is generally acknowledged. This claim is justified by an examination of the concept of 'mindfulness' which, it is argued, can be an immensely powerful and valuable notion that is integrally connected with the centrally transformative and developmental nature of learning and educational activity at all levels. The incorporation of mindfulness strategies within adult learning programmes may go some way towards re-connecting the cognitive and affective dimensions of education.

Item Type: Article
Additional Information: The final and definitive form of this article has been published in the International Journal of Lifelong Education, © 2010 Taylor & Francis; International Journal of Lifelong Education is available online at: http://www.informaworld.com/openurl?genre=issue\&issn=0260-1370\&volume=29\&issue=5
Uncontrolled Keywords: mindfulness, Adult Learning, Affective Education, emotions, therapeutic education
Divisions: School of Education and Psychology > Education
Depositing User: Scott Wilson
Date Deposited: 26 Nov 2013 12:49
Last Modified: 02 Feb 2018 16:24
Identification Number: 10.1080/02601370.2010.512792
URI: http://ubir.bolton.ac.uk/id/eprint/190

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