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首页> 外文期刊>International Journal of Lifelong Education >Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning
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Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning

机译：正念，成人学习和治疗教育：整合学习的认知和情感领域

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Although it has been given qualified approval by a number of philosophers of education, the so‐called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post‐compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives concerned with enhancing and developing confidence and self‐esteem in learners. After offering some critical observations on these developments, I suggest that there are some educationally justifiable goals underpinning what has been described as a therapeutic turn. Whilst accepting that ‘self‐esteem’ and cognate concepts cannot provide a general end or universal aim of education, the therapeutic function—the affective domain of learning—is more valuable and significant than is generally acknowledged. This claim is justified by an examination of the concept of ‘mindfulness’ which, it is argued, can be an immensely powerful and valuable notion that is integrally connected with the centrally transformative and developmental nature of learning and educational activity at all levels. The incorporation of mindfulness strategies within adult learning programmes may go some way towards re‐connecting the cognitive and affective dimensions of education.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2010.512792
机译：尽管它已经得到了许多教育哲学家的有力认可，但在过去的几年中，所谓的“治疗转向”一直是一些评论家对后期义务教育和成人学习的批评的话题。年份。据说，最近的教育政策中这种所谓发展的关键特征是用与增强和发展学习者的自信心和自尊有关的个人和社会目标代替了传统的知识和理解目标。在对这些发展提出了一些批评性的意见之后，我建议存在一些教育上合理的目标，这些目标被称为治疗性转折。尽管接受“自尊”和相关概念无法提供教育的总体目标或普遍目标，但治疗功能-“学习的情感领域”却比普遍公认的更为有价值和重要。通过研究“正念”概念可以证明这一主张是合理的，据称这可能是一个非常强大和有价值的概念，与各级学习和教育活动的中心变革性和发展性密不可分。在成人学习计划中纳入正念策略可能会在某种程度上重新连接教育的认知和情感层面。查看全文下载全文相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact：“类似市民，netvibes ，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2010.512792

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