论正念的教育哲学意蕴
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摘要
正念源于专注,其意义在于使个体注意力聚焦当下,对身心内外实情保持开放的觉知。正念训练在个人身心健康和医疗方面具有显著功效,同时对教育也有诸多正面效益。以正念为基础的教育着眼于个体觉知,关注内在需求,强调完整的人的养成,对生成沉思教育理论、改善学生注意力、丰富课堂教学模式有诸多裨益。
As the result of concentration, mindfulness makes individual keep aware of the current real situation with value-free judgment. Mindfulness training does not only have significant effect on physical and mental health and medical cure, but also on education. Education based on Mindfulness focuses on the way of vipassana to awaken the life awareness of people. There are many benefits to generate contemplative pedagogy theory, improve the students' attention and enrich teaching modes.
As the result of concentration, mindfulness makes individual keep aware of the current real situation with value-free judgment. Mindfulness training does not only have significant effect on physical and mental health and medical cure, but also on education. Education based on Mindfulness focuses on the way of vipassana to awaken the life awareness of people. There are many benefits to generate contemplative pedagogy theory, improve the students' attention and enrich teaching modes.
引文
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[17]姜义胜.禅修正念对从事高等教育工作者影响之研究[D].台湾南投:国立暨南国际大学,2015:7.
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[19]Fran Grace.Learning as a Path,Not a Goal:Contemplative Pedagogy-Its Principles and Practices[J].Blackwell Publishing Ltd,2011(14).
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[21][美]乔·卡巴金.正念减压——初学者手册[M].陈德中,译.台北:张老师文化有限公司出版,2016:72.
[23]Zajonc,A.What is contemplative pedagogy[A].Contemplative practices in higher education[C].Northampton,MA:Center for Contemplative Mind Society,2008:9.
[24][美]乔·卡巴金.正念:此刻是一枝花[M].王俊兰,译.北京:机械工业出版社,2018:196.
[25]英国DK出版社.正念:专注内心思考的艺术[M].北京:电子工业出版社,2016:7.
[26][印]克里希那穆提.教育就是解放心灵[M].张春城,等译.北京:九州出版社,2010:2.
[27][印]克里希拉穆提.一生的学习[M].张南星,译.深圳:深圳报业集团出版社,2010:9.
[2]Hayes,S.C.Acceptance,mindfulness,and science[J].Clinical Psychology:Science and Practice,2009(9).
[3][美]乔·卡巴金.多舛的生命:正念疗愈帮你抚平压力、疼痛和创伤[M].董慧琦,高旭滨,译.北京:机械工业出版社,2018:49(前言).
[4]Kabat-Zinn J.Mindfulness-based interventions in context:Past,present,and future[J].Clinical Psychology:Science and Practice,2003,10(2).
[5]J.Kabat-Zinn.正念的感官觉醒[M].丁凡,江孟蓉,译.台北:文化出版社,2004:101-104.
[6][英]利兹·霍尔.正念教练[M].李娜,译.北京:机械工业出版社,2016:22.
[7]陈秀蓉.马哈西内观禅探析[J].新世纪宗教研究,2012(10).
[8][澳]派德玛西里·德·席尔瓦.正念治疗法[M].顾歌,译.桂林:漓江出版社,2016:序.
[9]陈寀羚,周汎澔,王秀红.正念之概念分析[J].护理杂志,2016,63(2).
[10][22]陈鹏,庞学光.激荡中的沉淀:沉思教育学的原理与应用[J].全球教育展望,2012(6).
[11]Laughlin,C.D.Biogenetic structural theory and the neuro phenomenology of consciousness[M].Cambridge:The MIT press,1999:459-474.
[12]Jha.A.P.ect.Mindfulness training modifies subsystems of attention[J].Cognitive,Affective,Behavioral Neuroscience,2007(7).
[13]Brown,D.ect.Visual sensitivity and mindfulness meditation[J].Perceptual and Motor Skills,1984(58).
[14]焦元骞.以正念为基础的课程对初中生心理健康的影响[D].郑州:郑州大学,2016.
[15]彭少伟.正念冥想对初中生识记英语单词工作记忆的影响[D].临汾:山西师范大学,2013.
[16]Mrazek M D,ect.Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering[J].Psychol Sci,2013,24(5).
[17]姜义胜.禅修正念对从事高等教育工作者影响之研究[D].台湾南投:国立暨南国际大学,2015:7.
[18]许嘉琪,周怡萱.正念融入国小班级辅导之探讨[J].谘商与辅导,2017(376).
[19]Fran Grace.Learning as a Path,Not a Goal:Contemplative Pedagogy-Its Principles and Practices[J].Blackwell Publishing Ltd,2011(14).
[20]Repetti.R.The Case for a Contemplative Philosophy of Education[J].New Directions for Community Colleges,2010(151).
[21][美]乔·卡巴金.正念减压——初学者手册[M].陈德中,译.台北:张老师文化有限公司出版,2016:72.
[23]Zajonc,A.What is contemplative pedagogy[A].Contemplative practices in higher education[C].Northampton,MA:Center for Contemplative Mind Society,2008:9.
[24][美]乔·卡巴金.正念:此刻是一枝花[M].王俊兰,译.北京:机械工业出版社,2018:196.
[25]英国DK出版社.正念:专注内心思考的艺术[M].北京:电子工业出版社,2016:7.
[26][印]克里希那穆提.教育就是解放心灵[M].张春城,等译.北京:九州出版社,2010:2.
[27][印]克里希拉穆提.一生的学习[M].张南星,译.深圳:深圳报业集团出版社,2010:9.