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Contemplative Education as a Content Area of Education: Through the Review of Educational Research in the US

명상의 교육콘텐츠로서의 의미: 교육적 효과에 대한 미국 문헌 분석을 중심으로

  • 민희정 (동국대학교 경주캠퍼스 불교아동보육학과)
  • Received : 2017.06.16
  • Accepted : 2017.07.31
  • Published : 2017.09.28

Abstract

As contemplative education has been increasingly incorporated in schools in the US, this study aims to review literature on contemplative education for teachers and students in the US and to explore pedagogical meanings of meditation. I focus my analysis on research journals that include teacher and/or student participants incorporating mindfulness in school settings. I searched "mindfulness" and "education" through Web of Science and explored organizations or associations related to contemplative practices and education. I then analyzed the subjects on research purpose, research methods, and results. In the results, quantitative research on teachers' stress reduction dominated the research on contemplative education and quantitative research on teachers' efficacy and effectiveness with mindfulness followed. Contemplative research for students focused on their stress reduction and cognitive, social, and emotional development. Contemplative education should be involved in educational settings as pedagogical contents for improving teaching and learning. Contemplative education for students should aim to conduct whole-person education and should incorporate a variety of teaching skills and materials using different contemplative practices, including mindfulness, concentration, compassion, yoga, etc. Teachers' support for and positive relationships with their students through mindfulness and compassion meditation is the most important key to encourage students' learning in education.

Keywords

Meditation;Mindfulness;Literature Review;Contemplative Education;Whole-Person Education

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