Mindfulness and lifelong learning

Hyland, Terry (2008) Mindfulness and lifelong learning. Prospero, 14 (4). pp. 5-10. ISSN 1358-6785

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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 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 which is integrally connected with the centrally transformative and developmental nature of learning and educational activity at all levels.

Item Type: Article
Additional Information: This is an electronic version of the article published in Prospero, 14 (4), pp.5-10. 2008.
Uncontrolled Keywords: Philosophy of education, mindfulness, Therapeutic Turn, Educational Aims
Divisions: School of Education and Psychology > Education
Depositing User: Scott Wilson
Date Deposited: 26 Nov 2013 12:49
Last Modified: 04 Feb 2014 09:23
URI: http://ubir.bolton.ac.uk/id/eprint/202

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