Contemporary Buddhism 12 (1):219-239 (2011)
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Abstract |
The Buddhist construct of mindfulness is a central element of mindfulness-based interventions and derives from a systematic phenomenological programme developed over several millennia to investigate subjective experience. Enthusiasm for ?mindfulness? in Western psychological and other science has resulted in proliferation of definitions, operationalizations and self-report inventories that purport to measure mindful awareness as a trait. This paper addresses a number of seemingly intractable issues regarding current attempts to characterize mindfulness and also highlights a number of vulnerabilities in this domain that may lead to denaturing, distortion, dilution or reification of Buddhist constructs related to mindfulness. Enriching positivist Western psychological paradigms with a detailed and complex Buddhist phenomenology of the mind may require greater study and long-term direct practice of insight meditation than is currently common among psychologists and other scientists. Pursuit of such an approach would seem a necessary precondition for attempts to characterize and quantify mindfulness
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DOI | 10.1080/14639947.2011.564841 |
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References found in this work BETA
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Citations of this work BETA
Interoception, Contemplative Practice, and Health.Norman Farb, Jennifer Daubenmier, Cynthia J. Price, Tim Gard, Catherine Kerr, Barnaby D. Dunn, Anne Carolyn Klein, Martin P. Paulus & Wolf E. Mehling - 2015 - Frontiers in Psychology 6.
The Limits of Mindfulness: Emerging Issues for Education.Terry Hyland - 2016 - British Journal of Educational Studies 64 (1):97-117.
Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction.Aislinn O'Donnell - 2015 - Journal of Philosophy of Education 49 (2):187-202.
A Randomized Controlled Pilot Trial of Classroom-Based Mindfulness Meditation Compared to an Active Control Condition in Sixth-Grade Children.W. Britton, N. Lepp, H. F. Niles, Tomas Rocha, N. Fisher & J. Gold - 2014 - Journal of School Psychology 52 (3):263-278.
On the Contemporary Applications of Mindfulness: Some Implications for Education.Terry Hyland - 2015 - Journal of Philosophy of Education 49 (2):170-186.
View all 20 citations / Add more citations
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