Incorporation of the Contemplative Orientation in the Educational Practice of the 21st Century
Keywords:
Educational alternatives, Teaching practice, Moral concepts, Educational counselling, Refresher courses.Abstract
The contemplative orientation in teaching and learning is proposed as a theoretical and practical approach in response to the need to promote the integral development of the student beyond the emphasis on the processes of conceptual acquisition and / or mastery of functional competences. The contemplative orientation in teaching and learning is proposed as a theoretical and practical approach in response to the need of promoting the integral development of the student beyond the emphasis on the processes of conceptual acquisition and mastery of functional competences. Named in the educational field as Contemplative Education, a descriptive-theoretical research is presented with a brief exposition of the contexts that have made possible its incorporation and validation in the current pedagogical practice: 1) the empirical evidence that supports it; 2) the role of socio-affective skills and the role of contemplative practices for their development; 3) the need for integrality of the contemporary curriculum; 4) the educational inclusion; And, 5) the ancestral traditions and their contributions to contemporary social practices. The contemplative orientation is concluded within current trends for the enrichment of the educational experience and revival of the dimension of Being in education, as a primary condition to the act of knowing.
Downloads
References
Albert, R. y Hernández, M. (2014). Los movimientos psico-espirituales en la modernidad globalizada: Una mirada desde la ciudad de Valencia. Revista de Antropología Iberoamericana, 9(3), 273 - 296. https://doi.org/10.11156/aibr.090304
Álvarez, C. (2012). Los principios de procedimiento en el diseño curricular: Clave para la mejora de las relaciones teoría-práctica en educación. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10(4), 21-36.
Abbott, R., Whear, R., Rodgers, L., Bethel, A., Thompson Coon, J., Kuyken, W., … y Dickens, C. (2014). Effectiveness of mindfulness-based stress reduction and mindfulness based cognitive therapy in vascular disease: A systematic review and meta-analysis of randomised controlled trials. Journal of Psychosomatic Research, 76(5), 341-351. https://doi.org/10.1016/j.jpsychores.2014.02.012
Barbezat, D. y Bush, M. (2014). Contemplative practices in higher education. San Francisco, CA: Jossey Bass.
Bastián, M., Lerique, S., Adam, V., Franklin M., Schooler J. y Sackur, J. (2017). Language facilitates introspection: Verbal mind-wandering has privileged access to consciousness. Consciousness and Cognition, 49, 86-97. https://doi.org/10.1016/j.concog.2017.01.002
Berman, M. (1987). El reencantamiento del mundo. Santiago de Chile: Ed. Cuatro Vientos.
Bisquerra, R., y Pérez, N. (2012). Educación emocional: Estrategias para su puesta en práctica. Avances en Supervisión Educativa, 16, 1-11.
Black, D., Milam, J. y Sussman, S. (2009). Sitting-meditation interventions among youth: A review of treatment efficacy. Pediatrics, 124(3), 532-541. https://doi.org/10.1542/peds.2008-3434
Brockman, R., Ciarrochi, J., Parker, P. y Kashdan, T. (2017). Emotion regulation strategies in daily life: Mindfulness, cognitive reappraisal and emotion suppression. Cognitive Behaviour Therapy, 46(2), 1-23. http://dx.doi.org/10.1080/16506073.2016.1218926
Burack, C. (2014). Responding to the challenges of a contemplative curriculum. The Journal of Contemplative Inquiry, 1(1), 35-53.
Caicedo, A. (2009). Nuevos chamanismos nueva era. Universitas Humanística, 68, 15-32.
Cajigas, J. (2007). Estéticas de re(ex)sistencia. Por las sendas de la decolonización de la subjetividad. Nómadas, 26, 128-137.
Cardaciotto, L., Herbert, J., Forman, E., Moitra E. y Farrow, V. (2008). The assessment of present-moment awareness and acceptance: The Philadelphia mindfulness scale. Assessment, 15, 204–223. https://doi.org/10.1177/1073191107311467
Cárdenas, A., Soto, A., Dobbs, E. y Bobadilla, M. (2012). El saber pedagógico: Componentes para una reconceptualización. Educación y Educadores, 15(3), 479-496.
Casanova, M. (2012). El diseño curricular como factor de calidad educativa. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10(4), 6-20.
Cejudo, J., López-Delgado, M. y Rubio, M. (2016). Inteligencia emocional y resiliencia: Su influencia en la satisfacción con la vida en estudiantes universitarios. Anuario de Psicología, 46, 51-57. http://dx.doi.org/10.1016/j.anpsic.2016.07.001
Chano, J. (2012). An education in awareness: Recovering the heart of learning through contemplation. International Journal of Asian Social Science, 2(2), 106-110.
Chiesa, A., Calati, R. y Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31(3), 449-464. https://doi.org/10.1016/j.cpr.2010.11.003
Damasio, A. (2000). Sentir lo que sucede. Cuerpo y emoción en la fábrica de la conciencia. Santiago de Chile: Ed. Andrés Bello.
Daugherty, A. (2014). From mindfulness to heartfulness: A journey of transformation through the science of embodiment. Bloomington, IN: Balboa Press.
Delors, J. (1996). La educación encierra un tesoro. Informe a la UNESCO de la Comisión internacional sobre la educación para el siglo XXI. Madrid: Santillana/UNESCO.
Detrich, R. y Lewis, T. (2013). A decade of evidence-based education: Where are we and where do we need to go? Journal of Positive Behavior Interventions, 15(4), 14-220. https://doi.org/10.1177/1098300712460278
Dewey, J. (1910). How we think. Boston, MA: Heath & CO.
Díaz, A., Carmona, A. y Nadia, C. (2010). La formación integral: Una mirada pedagógica desde los docentes. Colombian Applied Linguistics Journal, 12(1), 7-26.
Díaz, S. y Sime, L. (2016). Convivencia escolar: Una revisión de estudios de la educación básica en Latinoamérica. Revista Virtual Universidad Católica del Norte, 49, 125-145. Recuperado de: http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/801/1321
Duque, O. y Ramírez, F. (2012). El vacío existencial como desafío para los actuales educadores. Pre-Til, 10(27), 35-46.
Durlak, R., Weissberg, A., Dymnicki, R., Taylor, I. y Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
Ergas, O. (2014) Mindfulness in education at the intersection of science, religion, and healing. Critical Studies in Education, 55(1), 58-72. https://doi.org/10.1080/17508487.2014.858643
Ergas, O. (2015a). The post-secular rhetoric of contemplative practice in the curriculum. En P. Wexler e Y. Hotam (eds.). New social foundations for education: Education in post-secular society (pp. 107-130). Nueva York, NY: Peter Lang.
Ergas, O. (2015b). Educating the wandering mind: Pedagogical mechanisms of mindfulness for a curricular blind spot. Journal of Transformative Education, 14(2), 98-119. https://doi.org/10.1177/1541344615611258
Ferrer, J. y Sherman, J. (2009). The participatory turn: Spirituality, mysticism, religious studies. Albany, NY: State University of New York Press.
Flook, L., Goldberg, S., Pinger, L. y Davidson, R. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44-51. http://dx.doi.org/10.1037/a0038256
Galante, J., Galante, I., Bekkers, M. y Gallacher, J. (2014). Effect of kindness-based meditation on health and well-being: a systematic review and meta-analysis. Journal of Consulting and Clinical Psychology, 82(6), 1101-1114. http://dx.doi.org/10.1037/a0037249
García, B. y Klein, I. (2014). La construcción de ambientes educativos para la convivencia pacífica: el modelo pedagógico del programa SaludARTE. Sinéctica, 42, 1-13.
García, M. y Giménez, S. (2010). La inteligencia emocional y sus principales modelos: propuesta de un modelo integrador. Espiral. Cuadernos del Profesorado, 3(6), 43-52.
Gardner, H. (1987). La teoría de las inteligencias múltiples. Ciudad de México: Ed. Fondo de Cultura.
Garland, E.L., Hanley, A., Farb, y Froeliger, B. (2015). State mindfulness during meditation predicts enhanced cognitive reappraisal. Mindfulness, 6, 234-245. https://doi.org/10.1007/s12671-013-0250-6
Ghasemipour, Y., Robinson, J. y Ghorbani, N. (2013). Mindfulness and integrative self-knowledge: Relationships with health-related variables. International Journal of Psychology, 48(6), 1030-1037. http://dx.doi.org/10.1080/00207594.2013.763948
Goleman, D. (1996). Inteligencia emocional. Barcelona: Kairós.
González, M., Alegría, S., Barraza, D. y Villalobos, D. (2011). Construcción y validación preliminar de la escala de apertura al conocimiento y al cambio emocional en estudiantes universitarios. Terapia Psicológica, 29(2), 167-174. https://dx.doi.org/10.4067/S0718-48082011000200003
Hart, T. (2004). Opening the contemplative mind in the classroom. Journal of Transformative Education, 2(1), 28-46. https://doi.org/10.1177/1541344603259311
Hotam, Y. y Wexler, P. (2014). Education in post-secular society. Critical Studies in Education, 55(1), 1-7. http://dx.doi.org/10.1080/17508487.2014.857359
Immordino-Yang, M. y Faeth, M. (2010). Building smart students: A neuroscience perspective on the role of emotion and skilled intuition in learning. En D. A. Sousa (Ed.), Mind, brain, and education: Neuroscience implications for the classroom (pp. 66-81). Bloomington, IN: Solution Tree.
Jennings, P., Frank, J., Snowberg, K., Coccia, M. y Greenberg, M. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/ 10.1037/spq0000035
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science & Practice, 10(2), 144-156. https://doi.org/10.1093/clipsy.bpg016
Kirk, V., Fatola, C. y Romero, M. (2016). Systematic review of mindfulness induced neuroplasticity in adults: Potential areas of interest for the maturing adolescent brain. Journal of Childhood & Developmental Disorders, 2(1), 1-9. https://doi.org/ 10.4172/2472-1786.100016
Kok, B. y Singer, T. (2017). Effects of contemplative dyads on engagement and perceived social connectedness over 9 months of mental training: A randomized clinical trial. Psychiatry, 74(2), 126-134. https://doi.org/10.1001/jamapsychiatry.2016.3360
Langer, A., Ulloa, V., Cangas, A., Rojas, G. y Krause, M. (2015). Intervenciones basadas en mindfulness en educación secundaria: una revisión sistemática cualitativa. Estudios de Psicología, 36(3), 1-14. http://dx.doi.org/10.1080/02109395.2015.1078553
Langer, A., Schmidt, C., Aguilar-Parra, J., Cid, C. y Magni, A. (2017). Effects of a mindfulness intervention in Chilean high schoolers. Revista Médica de Chile, 145(4), 476-482. https://dx.doi.org/10.4067/S0034-98872017000400008
Leria, F., Salgado, J., Almonte, I., Vega, M. y Véliz, M. (2016). Prácticas sociales en torno a la inclusión de la discapacidad sensorial en escuelas públicas de Copiapó de chile. Páginas de Educación, 9(1), 120-145. http://dx.doi.org/10.22235/pe.v9i1
Lynn, R. (2010) Mindfulness in social work education, social work education. The International Journal, 29(3), 289-304. https://doi.org/10.1080/02615470902930351
Maharishi Foundation. (2015). Transcendental meditation. Recuperado de http://www.tm.org/
Maslow, A. (1969). The psychology of Science: A reconnaissance. Nueva York, NY: Henry.
Mañas, I., Justo, C., Montoya, M. y Montoya, C. (2014). Educación consciente: Mindfulness (atención plena) en el ámbito educativo. Sevilla: Aconcagua Libros.
Martínez Ruíz, X. (2015). Atención consciente en la educación contemporánea: Una revolución silenciosa. Innovación Educativa, 15(67), 9-18.
Matías, A. y Hernández, A. (2014). Positivismo, dialéctica materialista y fenomenología: Tres enfoques filosóficos del método científico y la investigación educativa. Actualidades Investigativas en Educación, 14(3), 1-20.
Mayer, J. y Salovey, P. (1997). What is emotional intelligence? En T. Salovey y M. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for Educators (pp. 3-31). Nueva York, NY: Basic Books.
Mayer, J., Salovey, P. y Caruso, D. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503-517. https://doi.org/10.1037/0003-055x.63.6.503
Mazorco, G. (2010). Educación en crisis. Polis, 9(25), 269-288. https://dx.doi.org/10.4067/S0718-65682010000100016
Meiklejohn, J., Phillips, C., Freedman, L., Griffin, M., Biegel, G., Roach, A., …, y Saltzman, A. (2012). Integrating mindfulness training into K-12 education: fostering the resilience of teachers and students. Mindfulness, 3, 291-307. https://doi.org/10.1007/s12671-012-0094-5
Murray, T. (2009). What is the integral in integral education? From progressive pedagogy to integral pedagogy. Integral Review, 5(1), 96-134.
Oña Cots, J. y García Gálvez, E. (2016). Proyecto escuela: Espacio de paz. Reflexiones sobre una experiencia en un centro educativo. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(2), 115-131. https://doi.org/10.15366/reice2016.14.2.007
UNESCO. (2008). La educación inclusiva: el camino hacia el futuro. Conclusiones y recomendaciones de la 48ª reunión de la Conferencia Internacional de Educación. Recuperado de http://www.ibe.unesco.org/
Orme, D. y Dillbeck, M. (2014). Methodological concerns for meta-analyses of meditation. Psychological Bulletin, 140(2), 610-616. https://doi.org/10.1037/a0035896
Ortiz, T. (2009). Neurociencia y educación. Madrid: Alianza Editorial.
Palmer, P., Zajonc, A. y Scribner, M. (2010). The heart of higher education: A call to renewal, transforming the academy through collegial conversations (V-XVII). San Francisco, CA: Jossey-Bass.
Páramo, P. y Hederich, C. (2014). Educación basada en la evidencia. Revista Colombiana de Educación, 66, 13-16.
Paymal, N. (2008). Pedagooogía 3000: Guía práctica para docentes, padres y uno mismo. Córdoba: Brujas.
Paymal, N. (2014). Pedagooogía 3000. Una pedagogía para el tercer milenio. La Paz: Editorial Ox La-Hun.
Peña, A., Mikolajczak, M. y Gross, J. (2015). Integrating emotion regulation and emotional intelligence traditions: a meta-analysis. Frontiers in Psychology, 6(160), 1-27. https://doi.org/10.3389/fpsyg.2015.00160
Piet, J., Wu, H. y Zachariae, R. (2012). The effect of mindfulness-based therapy on symptoms of anxiety and depression in adult cancer patients and survivors: A systematic review and meta-analysis. Journal of Consulting and Clinical Psychology, 80(6), 1007–1020. https://doi.org/10.1037/a0028329
Puebla, R. y Talma, M. (2011). Educación y neurociencias. La conexión que hace falta. Estudios Pedagógicos, 37(2), 379-388. https://dx.doi.org/10.4067/S0718-07052011000200023
Randal, C., Pratt, D. y Bucci, S. (2015). Mindfulness and self-esteem: A systematic review. Mindfulness, 6(6), 1-13. https://doi.org/10.1007/s12671-015-0407-6
Remmers, C., Topolinski, S. y Koole, S. (2016). Why being mindful may have more benefits than you realize: Mindfulness improves both explicit and implicit mood regulation. Mindfulness, 7(4), 829-837. https://doi.org/10.1007/s12671-016-0520-1
Roeser, R. y Peck, S. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119-136. https://doi.org/10.1080/00461520902832376
Schutte, S., Malouff, J. y Thorsteinsson, E. (2013). Increasing emotional intelligence through training: current status and future directions. The International Journal of Emotional Education, 5(1), 56-72.
Segovia, J. (2013). Un marco crítico de apoyo para ubicar y redireccionar experiencias innovadoras en educación: Comprensión y transformación. Tendencias Pedagógicas, 21, 9-28.
Seli, P., Ralph, B., Risko, E., Schooler, J., Schacter, D. y Smilek, D. (2017). Intentionality and meta-awareness of mind wandering: Are they one and the same, or distinct dimensions? Psychonomic Bulletin and Review, 27, 9-11. https://doi.org/10.3758/s13423-017-1249-0
Serrano, J. y Pons, R. (2011). El constructivismo hoy: Enfoques constructivistas en educación. Revista Electrónica de Investigación Educativa, 13(1), 1-23.
Shepherd, K., Coifman, K., Matt, L. y Fresco, D. (2016). Development of a self-distancing task and initial validation of responses. Psychological Assessment, 28(7), 841-855. https://doi.org/10.1037/pas0000297
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Boston, MA: Cambridge University Press.
Taylor, C. (2007). A secular age. Boston, MA: The Belknap Press of Harvard University Press.
Teper, R., Segal, Z. y Inzlicht, M. (2013). Inside the mindful mind. How mindfulness enhances emotion regulation through improvements in executive control. Current Directions in Psychological Science, 22(6), 449-454. https://doi.org/10.1177/0963721413495869
Trousselard, M., Steiler, D., Claverie, D. y Canini, F. (2014). The history of mindfulness put to the test of current scientific data: Unresolved questions. Encephale, 40(6), 474-80. https://doi.org/10.1016/j.encep.2014.08.006
Thomas, G. y Atkinson, C. (2016). The effectiveness of a mindfulness-based intervention for children’s attentional functioning. Educational & Child Psychology, 33(1), 51-64.
Tomasino, B., Chiesa, A. y Fabbro, F. (2014). Disentangling the neural mechanisms involved in Hinduism and Buddhism-related meditations. Brain and Cognition, 90, 32-40. https://doi.org/10.1016/j.bandc.2014.03.013
Vázquez, A. (2015). La cuestión del sujeto: Psicopatologías del yo y la transformación biopolítica de la subjetividad. Nómadas, 42, 53-75.
Waters, L., Barsky, A., Ridd, A. y Allen, K. (2014). Contemplative education: A Systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27, 103-134. https://doi.org/10.1007/s10648-014-9258-2
Wang, Y. y Kong, F. (2014). The Role of Emotional Intelligence in the Impact of Mindfulness on Life Satisfaction and Mental Distress. Social Indicators Research, 116, 843-852. https://doi.org/10.1007/s11205-013-0327-6
Zajonc, A. (2013). Contemplative pedagogy: A quiet revolution in higher education. New Directions for Teaching and Learning, 134, 83-94. https://doi.org/10.1002/tl.20057
Zenner, C., Herrnleben, S. y Walach, H. (2014). Mindfulness-based interventions in schools. A systematic review and meta-analysis. Frontiers in Psychology, 5(603), 1-20. http://doi.org/10.3389/fpsyg.2014.00603