Posted in mindfulness, qualitative, theory-building

Teaching with mindfulness

Hoyt, M. (2016). Teaching with Mindfulness: Pedagogy of being-with/for and without being-with/for. Journal of Curriculum Theorizing, 31(1). Full text.

From the introduction: “In this article, drawing on the cultural and spiritual traditions of Buddhism and Taoism, I argue that a pedagogy of mindfulness would cultivate a pedagogical relationship that is being-with/for others and without being-with/for others amid difficult and challenging situations.