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Abstract
Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being. However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a reductionism and commodification – popularly labelled ‘McMindfulness’ – of the underpinning principles and ethical foundations of such practice which threatens to subvert and militate against the achievement of the original aims of MBIs in general and their educational function in particular. It is argued here that mindfulness practice needs to be organically connected to its spiritual roots if the educational benefits of such practice are to be fully realised.
Keywords Mindfulness-based interventions (MBIs)  McMindfulness  Buddhist ethics
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DOI 10.1080/00071005.2015.1051946
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References found in this work BETA

The Philosophy of Education.R. S. Peters - 1973 - [London]Oxford University Press.
Education and the Development of Reason.R. F. Dearden (ed.) - 1972 - Routledge and Kegan Paul.

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Citations of this work BETA

Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education.Oren Ergas - 2019 - Journal of Philosophy of Education 53 (2):340-358.
Mindfulness, Self-Inquiry, and Artmaking.Mark A. Graham & Rebecca Lewis - forthcoming - British Journal of Educational Studies:1-22.

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