Issues in Engaging Mindfulness in Science Education: Critical Perspectives

Carolina Castano Rodriguez; Deborah Tippins

Issues in Engaging Mindfulness in Science Education

Critical Perspectives

In: Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives

Authors:

Carolina Castano Rodriguez

Carolina Castano Rodriguez
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Deborah Tippins

Deborah Tippins
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Type:: Chapter

Pages:: 97–107

DOI:: https://doi.org/10.1007/9789463511827_008

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Mindfulness practices are becoming increasingly popular in schools. Mindfulness programs pose high expectations for students, all having little choice other than to follow this practice, promising not only to make them feel better and increase their learning but also make them better human beings. With such promising outcomes, it is not surprising that science educators have recently started taking up the concept of mindfulness into their discourses of educating a literate citizenry for sustainable and healthy lives. However, are those suggested outcomes possible for everyone, regardless of their life histories and sociocultural contexts? In this chapter, we explore this question by critically reviewing the possible limitations of such practice. We discuss other approaches which could contribute to re-thinking science education and engaging students in transformation of their actions towards the construction of more caring, sustainable, and healthy societies.

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Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives

Series: Bold Visions in Educational Research, Volume: 60

E-Book ISBN:: 9789463511827

Publisher:: Brill

Print Publication Date:: 01 Jan 2017

Subjects
- Education
  - General

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Issues in Engaging Mindfulness in Science Education

Critical Perspectives

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Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives

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