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  1.  6
    Oren Ergas (2015). The Deeper Teachings of Mindfulness‐Based ‘Interventions’ as a Reconstruction of ‘Education’. Journal of Philosophy of Education 49 (2):203-220.
    While contemplative practices have emerged from wisdom-traditions, the rhetoric surrounding their justification in contemporary public educational settings has been substantially undergirded by the scientific evidence-based approach. This article finds the practice and construct of ‘attention’ to be the bridge between this peculiar encounter of science and wisdom traditions, and a vantage point from which we can re-examine the scope and practice of ‘education’. The article develops an educational typology based on ‘attention’ as a curricular deliberation point. Every pedagogical act rides (...)
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  2.  4
    Sharon Todd & Oren Ergas (2015). Introduction. Journal of Philosophy of Education 49 (2):163-169.
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    Oren Ergas (2013). Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as Embodied-Lived-Philosophical-Practice. Educational Philosophy and Theory 46 (1):1-13.
  4. Oren Ergas & Sharon Todd (eds.) (2015). Philosophy East / West: Exploring Intersections Between Educational and Contemplative Practices. Wiley-Blackwell.
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  5. Oren Ergas & Sharon Todd (eds.) (2015). Philosophy East / West: Exploring Intersections Between Educational and Contemplative Practices. Wiley-Blackwell.
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  6. Oren Ergas & Sharon Todd (eds.) (2015). Philosophy East / West: Exploring Intersections Between Educational and Contemplative Practices. Wiley-Blackwell.
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  7. Christopher Martin & Oren Ergas (forthcoming). Mindfulness, Sport and the Body: The Justification of Physical Education Revisited. Sport, Ethics and Philosophy:1-14.
    This paper offers a preliminary account of the educative potential of mindfulness by revisiting the long-debated status of physical activity and sport as educationally worthwhile. We argue that previous attempts in the tradition of analytic philosophy of education to offer a justification of physical activity and sport have not been sufficiently grounded in the most distinctive feature of those activities—the body. As an alternative, we claim that the theory and practice of body-based mindfulness can explain how physical activity can satisfy (...)
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