La presencia del profesor y su influencia para una educaciĆ³n significativa: Hacia un enfoque mindfulness en educaciĆ³n
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Fecha
2018
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Facultad/escuela
Idioma
es
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Universidad Austral de Chile
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Licencia CC
Licencia CC
Resumen
Este artĆculo realiza una revisiĆ³n teĆ³rica de las Ćŗltimas investigaciones en relaciĆ³n a mindfulness en educaciĆ³n, especialmente relacionada con los aportes de esta prĆ”ctica para el cuidado docente y para el cultivo de una presencia mĆ”s plena por parte de los profesores y su influencia en la totalidad del proceso formativo, poniendo especial Ć©nfasis en el cultivo de algunas actitudes: atencionales (no juicio, mente de principiante y esfuerzo justo) y relacionales (amabilidad, empatĆa y compasiĆ³n). A partir de la revisiĆ³n de importantes investigaciones recientes, este trabajo propone un modelo cuyo propĆ³sito es orientar distintas intervenciones basadas en lo que en este trabajo llamamos un āenfoque mindfulnessā, enfatizando la necesidad de su carĆ”cter sistĆ©mico, mĆ”s allĆ” de eventos puntuales, con el propĆ³sito de influir en la totalidad del sistema educativo hacia una cultura del bienestar.
This article presents a theoretical review of the recent research related to mindfulness in education, specifically that concerned with the contribution of this practice to the self-care of teachers and with how the cultivation of a fuller presence by teachers influences the formative process overall, putting special emphasis in the cultivation of certain attitudes: attentional (non-judgment, beginnerās mind, and right effort) and relational (kindness, empathy, and compassion) attitudes. In this way, the study carries out a rigorous review of pertinent research and proposes a guiding model for diverse interventions based on what we call āmindfulness focus,ā emphasizing the need for a systemic view, beyond isolated events, with the purpose of influencing the education system overall toward a culture of well-being.
This article presents a theoretical review of the recent research related to mindfulness in education, specifically that concerned with the contribution of this practice to the self-care of teachers and with how the cultivation of a fuller presence by teachers influences the formative process overall, putting special emphasis in the cultivation of certain attitudes: attentional (non-judgment, beginnerās mind, and right effort) and relational (kindness, empathy, and compassion) attitudes. In this way, the study carries out a rigorous review of pertinent research and proposes a guiding model for diverse interventions based on what we call āmindfulness focus,ā emphasizing the need for a systemic view, beyond isolated events, with the purpose of influencing the education system overall toward a culture of well-being.
Notas
IndexaciĆ³n: Scopus; Scielo.
Palabras clave
Consciencia, Auto-cuidado, Proceso formativo, Actitudes atencionales, Actitudes relacionales
CitaciĆ³n
Estudios Pedagogicos, 44(1), pp. 241-258.