Perfectly Present: Mindfulness Curriculum as Implicit Religion
Mindfulness has become increasingly popular in western education: both as a pedagogical term and as a curriculum tool. Although promoters, with varying degrees of emphasis, claim that mindfulness in this context is nonreligious, this paper challenges those assertions. Using Charles Taylor's arg...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Equinox
[2017]
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| Dans: |
Implicit religion
Année: 2017, Volume: 20, Numéro: 4, Pages: 335-365 |
| Sujets / Chaînes de mots-clés standardisés: | B
Conscience de soi
/ Pédagogie
/ Expérience religieuse
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| Sujets non-standardisés: | B
Charles Taylor
B CURRICULA (Courses of study) B Education B Implicit Religion B Mindfulness B BAILEY, Edward B Edward Bailey |
| Accès en ligne: |
Volltext (doi) |
| Résumé: | Mindfulness has become increasingly popular in western education: both as a pedagogical term and as a curriculum tool. Although promoters, with varying degrees of emphasis, claim that mindfulness in this context is nonreligious, this paper challenges those assertions. Using Charles Taylor's arguments regarding belief and unbelief and his conception of fullness and Edward Bailey's conception of implicit religion, I contend that mindfulness as curriculum or as curriculum enrichment is a form of implicit religion. |
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| ISSN: | 1743-1697 |
| Contient: | Enthalten in: Implicit religion
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| Persistent identifiers: | DOI: 10.1558/imre.32759 |