Teaching Mindfulness: Contexts of Teaching and Pedagogy
DOI:
https://doi.org/10.33898/rdp.v27i103.107Keywords:
Mindfulness, meditation, inquiry, awareness, metacognitionAbstract
The appearance of mindfulness and its rapid spread in clinical settings is due to various reasons, one of the most important being related to pedagogy. The scientific literature has proposed a model for teaching mindfulness based on the study of the efficacy mechanisms, new teaching demands, and the emergence of different contexts. The purpose of this paper is to review the different contexts of teaching mindfulness (psycho-educational, clinical and spiritual), analyzing the similarities and differences. The underlying mechanisms of efficacy (attention regulation, body awareness, emotional regulation and changes in the perspective of the self) that base where teachers need to focus instructions and finally the inquiry process will be presented based on the work done in Mindfulness Based Cognitive Therapy, that is a fundamental element in teaching mindfulness. Pedagogy is an element commonly forgotten in training of trainers, and sets up a new horizon in research, generating a series of challenges for the future that will be analyzed.Downloads
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal accept the following conditions:
-
Authors retain copyright and grant the journal the right of first publication, with the work registered under the Creative Commons CC-BY-NC 4.0 International license. This license allows third parties to cite the text and use it without alteration and for non-commercial purposes, provided they credit the authorship of the work and its first publication in this journal.
-
Authors may enter into other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g., including it in an institutional repository or publishing it in a book), provided they clearly indicate that the work was first published in this journal.
-
The views expressed in the articles are solely the responsibility of the authors and in no case do they reflect the opinions or scientific policies of the journal.
