Publication: Mindfulness y educación : posibilidades y límites
Authors
Palomero Fernández, Pablo ; Valero Errazu, Diana
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Mindfulness o, como se denomina en español, atención o
conciencia plena, se ha utilizado con éxito en contextos generalmente
clínicos, aunque en los últimos años se ha ampliado
su aplicabilidad a otros ámbitos, entre los que destaca el
educativo. En este sentido, el presente artículo aborda desde
una perspectiva teórica el concepto de mindfulness y cómo
se está utilizando entre la comunidad educativa. Para ello se
revisa primero el propio concepto y se discute cómo se ha
pasado de la teoría a la práctica en su uso educativo, tratando
de profundizar en sus ventajas y dificultades, y presentando
algunas posibles mejoras. Concluimos que existe una
base suficiente como para tener en cuenta su potencialidad
en este ámbito, aunque todavía es preciso aumentar la investigación
y tener en cuenta las dificultades para lograr mejoras
en el proceso de enseñanza aprendizaje.
In Spanish, mindfulness translates as ‘full attention’ or ‘full awareness’. Used successfully in mostly clinical settings, in recent years it has also been applied to other areas, including education. This article discusses the concept of mindfulness and how it is used by the educational community from a theoretical perspective. First we review the concept itself, discuss how it has shifted from theory to practice in educational use, further explore its advantages and difficulties and present some possible improvements. We conclude that there is sufficient basis to acknowledge its potential in this area, although more research is required and achieving improvements in the teaching-learning process could prove difficult.
In Spanish, mindfulness translates as ‘full attention’ or ‘full awareness’. Used successfully in mostly clinical settings, in recent years it has also been applied to other areas, including education. This article discusses the concept of mindfulness and how it is used by the educational community from a theoretical perspective. First we review the concept itself, discuss how it has shifted from theory to practice in educational use, further explore its advantages and difficulties and present some possible improvements. We conclude that there is sufficient basis to acknowledge its potential in this area, although more research is required and achieving improvements in the teaching-learning process could prove difficult.
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Citation
Revista interuniversitaria de formación del profesorado, V. 31, N. 89 (2), 2017
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