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Mindfulness, Morals and the Aims of Education

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Mindfulness and Learning

Part of the book series: Lifelong Learning Book Series ((LLLB,volume 17))

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Abstract

This concluding chapter brings together the principal themes and ideas from the previous chapters within the framework of debates about the aims of education. Standard formulations of educational aims are criticised for their neglect of the ethical and affective dimensions of the enterprise, and recommendations for enhancement and improvement are made against the background of the ethical foundations of mindfulness. The socially engaged aspects of mindfulness are connected with general and specific educational goals, and it is argued that the crucial concept of trust may serve to underpin the renewed emphasis contained in the proposed MBAE programme. Finally, the re-affirmation of the importance of the affective domain is justified in terms of the foundational base of mindfulness principles and practice.

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Authors and Affiliations

  1. School of Arts, Media and Education, University of Bolton, Deane Road, BL3 5AB, Bolton, UK

    Terry Hyland

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  1. Terry Hyland
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Correspondence to Terry Hyland .

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Hyland, T. (2011). Mindfulness, Morals and the Aims of Education. In: Mindfulness and Learning. Lifelong Learning Book Series, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1911-8_12

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