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A History Exercise to Locate “Mindfulness” Now

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Teaching Mindfulness

Abstract

The practice of mindfulness is an experience that from a certain perspective is inexpressible. You gain a tacit knowledge of it that is yours alone; you “know more than [you] can tell,” as Michael Polanyi (1966) phrases it. Yet, from a different perspective, the practice is also a product of all the communications that you have around your experience. Your explicit knowledge, what you can tell, is co-created in relationship with all of those with whom you share your experience now or in the future, from your mindfulness teachers and fellow students, to your colleagues and supervisors in working with mindfulness-based interventions, to the clients or patients that you teach. This co-creation takes place most obviously in verbal language. You learn from a talk or a book by a teacher, a conversation with a colleague, or a dialog with a client. But the nonverbal dimensions are also important. There is much to be learned from a teacher’s posture, gestures, tone of voice, and rate of speech, or from the way a colleague meets your eyes, or from the quality of the pause before a supervisor responds in a tense moment. So, within such relationships, within your own small community, there is an evolving discourse, through which you learn to better understand and, thereby, better express your tacit knowledge of mindfulness practice. Further, it is within such a community and its discourse that you are learning, or will learn, to teach mindfulness as a professional.

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McCown, D., Reibel, D., Micozzi, M.S. (2010). A History Exercise to Locate “Mindfulness” Now. In: Teaching Mindfulness. Springer, New York, NY. https://doi.org/10.1007/978-0-387-09484-7_2

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  • DOI: https://doi.org/10.1007/978-0-387-09484-7_2

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