From Instrumental to Integral Mindfulness: Toward a More Holistic and Transformative Approach in Schools

Brito, Rodrigo; Joseph, Stephen; Sellman, Edward

Abstract

Although the implementation of mindfulness-based interventions (MBIs) in educational contexts appear to have demonstrated some benefits for students and teachers in research studies conducted over the last two decades, there are also those who criticize MBI’s for their instrumental focus. Exploring this debate, this article offers a case for the implementation of a more holistic and integral approach to mindfulness in educational settings. It will draw upon the philosophical legacy of Martin Heidegger and other critical theorists, who contest the dominant framing of neoliberalism and encourage engagement with more systemic perspectives. During this exploration, we examine two polemics: (1) whether mindfulness should be implemented technically or holistically and, (2) whether the focus should be individual and/or collective. The article concludes that although mindfulness may be an efficient ‘self-technology’ to improve certain aspects of individual well-being, it is necessary to challenge this perspective as it promotes a type of ‘iatrogenic effect’. Specifically, it is argued that systemic failure is reframed as individual fallibility via a simplistic focus on well-being that may contradictorily foster appeasement to exploitative conditions. As an alternative, we offer a more integrative version, drawing in particular on the work of Ken Wilber, which proposes systemic as well as individual transformation.

Citation

Brito, R., Joseph, S., & Sellman, E. (2022). From Instrumental to Integral Mindfulness: Toward a More Holistic and Transformative Approach in Schools. Studies in Philosophy and Education, 41(1), 91-109. https://doi.org/10.1007/s11217-021-09810-8

• Journal Article Type: Article
• Acceptance Date: Oct 21, 2021
• Online Publication Date: Nov 11, 2021
• Publication Date: Feb 1, 2022
• Deposit Date: Nov 9, 2021
• Publicly Available Date: Nov 12, 2022
• Journal: Studies in Philosophy and Education
• Print ISSN: 0039-3746
• Electronic ISSN: 1573-191X
• Publisher: Springer Verlag
• Peer Reviewed: Peer Reviewed
• Volume: 41
• Issue: 1
• Pages: 91-109
• DOI: https://doi.org/10.1007/s11217-021-09810-8
• Keywords: Philosophy; Education
• Public URL: https://nottingham-repository.worktribe.com/output/6675678
• Publisher URL: https://link.springer.com/article/10.1007/s11217-021-09810-8
• Additional Information: This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: ; https://doi.org/10.1007/s11217-021-09810-8