Abstract
In recent years there has been an increasing interest in employing contemplative and mindfulness-based activities like yoga and meditation in educational settings. While the proponents of mindfulness programs in school settings see activities like meditation as part of the solution for stressful school lives critics argue that the activities lead to yet another technology to control individuals. With the ambition to see beyond this ambiguity the aim of this article is to show and discuss how school practices where contemplative activities are an integrated part of the everyday school life have the potential to promote relations that open the self to the world. This discussion is embedded in the metaphorical framework of ‘resonance’ as developed by the German sociologist Hartmut Rosa. On the basis of this analysis the ambition is to show, how the selected school practices can contribute with important knowledge to the discussion about the use of mindfulness in educational settings.
Original language | Danish |
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Journal | Nordisk tidsskrift for pedagogikk og kritikk |
Volume | 5 |
Pages (from-to) | 202-214 |
Publication status | Published - 2019 |
Keywords
- Steinerskole
- Folkeskole
- Resonans
- Dannelse
- Det gode liv