Reclaiming “self” in teachers' images of “education” through mindfulness as contemplative inquiry

References

• Alexander, H. A. (2001). Reclaiming goodness. Notre Dame, IN: University of Notre Dame Press.
   Google Scholar
• Baer, R. (2011). Measuring mindfulness. Contemporary Buddhism, 12(1), 241–261. doi:10.1080/14639947.2011.564842
   Web of Science ®Google Scholar
• Bai, H., Scott, C., & Donald, B. (2009). Contemplative pedagogy and revitalization of teacher education. Alberta Journal of Educational Research, 55(3), 319–334.
   Google Scholar
• Barbezat, D., & Bergman, C. (2014). Introduction to the first issue. Journal of Contemplative Inquiry, 1, vii–viii.
   Google Scholar
• Barbezat, D., & Bush, M. (2014). Contemplative practices in higher education. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade? AERA Open, 1(4), 1–31.
   Google Scholar
• Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. doi:10.1007/s11092-008-9064-9
   Web of Science ®Google Scholar
• Biesta, G. (2013). The beautiful risk of education. Boulder, CO: Paradigm Publishers.
   Google Scholar
• Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. C., Carmody, J., & Segal, Z. V. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241.
   Web of Science ®Google Scholar
• Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture (Vol. 4). London, UK: Sage.
   Google Scholar
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being in the present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822–848. doi:10.1037/0022-3514.84.4.822
   PubMed Web of Science ®Google Scholar
• Bullough, R. V. (1997). Practicing theory and theorizing practice in teacher education. In J. Loughran & T. Russell (Eds.). Purpose, passion and pedagogy in teacher education (pp. 13–31). Washington, DC: Falmer Press.
   Google Scholar
• Eisner, E. W. (1993). Forms of understanding in the future of educational research. Educational Researcher 22(7), 5–11. doi:10.3102/0013189X022007005
   Google Scholar
• Ergas, O. (2017a). Reconstructing ‘education’ through mindful attention: Positioning the mind at the center of curriculum and pedagogy. London, UK: Palgrave Macmillan.
   Google Scholar
• Ergas, O. (2017b). Reclaiming ethics through “self”: A conceptual model of teaching practice. Teaching and Teacher Education, 68, 252–261.
   Web of Science ®Google Scholar
• Ergas, O. (2017c). Schooled in our own minds: Mind-wandering and mindfulness in the curriculum. Journal of Curriculum Studies, ( ahead of print), 1–19. doi:10.1080/00220272.2017.1363913
   Google Scholar
• Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195. doi:10.1111/mbe.12026
   Web of Science ®Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herder and Herder.
   Google Scholar
• Gethin, R. (2011). On some definitions of mindfulness. Contemporary Buddhism, 12(1), 263–279. doi:10.1080/14639947.2011.564843
   Web of Science ®Google Scholar
• Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. P. Lipka & T. M. Brinthaupt (Eds.). The role of self in teacher development (pp. 189–224). Albany, NY: State University of New York Press.
   Google Scholar
• Hamilton, E., Cairns, H., & Cooper, L. (1961). The collected dialogues of Plato. Princeton, NJ: Princeton University Press.
   Google Scholar
• Hansen, D. T. (2017). Bearing witness to teaching and teachers. Journal of Curriculum Studies, 49(1), 7–23. doi:10.1080/00220272.2016.1205137
   Web of Science ®Google Scholar
• Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16, 811–826. doi:10.1016/S0742-051X(00)00028-7
   Web of Science ®Google Scholar
• Hoyt, M. (2016). Teaching with mindfulness: The pedagogy of being-with/for and without being-with/for. Journal of Curriculum Theorizing, 31(1), 126–142.
   Google Scholar
• Huebner, D. E. (1999). The lure of the transcendent. Collected works by Dwayne E. Huebner. V. Hillis, & W. F. Pinar (Eds.). Mahwah, NJ: Laurence Erlbaum.
   Google Scholar
• Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York, NY: Hyperion.
   Google Scholar
• Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
   Google Scholar
• Kelchtermans, G. (2009). Who I am in how I teach is the message: Self‐understanding, vulnerability and reflection, Teachers and Teaching: Theory and Practice, 15(2), 257–272. doi:10.1080/13540600902875332
   Web of Science ®Google Scholar
• Kincheloe, J., & Steinberg, S. (1993). A tentative description of post-formal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63(3), 296–321. doi:10.17763/haer.63.3.h423221226v18648
   Web of Science ®Google Scholar
• Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97. doi:10.1016/j.tate.2003.10.002
   Web of Science ®Google Scholar
• Korthagen, F. A. J., Kim, Y. A., & Greene, W. (2013). Teaching and learning from within. New York, NY: Routledge.
   Google Scholar
• Lewis, H. R. (2007). Excellence without a soul: Does liberal education have a future? (1st Ed.). New York, NY: PublicAffairs.
   Google Scholar
• Lin, J., Oxford, R. & Brantmeier, S. (Eds.) (2013). Re-envisioning higher education. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132–141. doi:10.1016/j.tate.2016.10.008
   Web of Science ®Google Scholar
• Meijer, P. C., Korthagen, F. A. J., & Vasalos, A. (2009). Supporting presence in teacher education: The connection between the personal and professional aspects of teaching. Teaching and Teacher Education, 25, 297–308. doi:10.1016/j.tate.2008.09.013
   Web of Science ®Google Scholar
• Miller, J. M. (2014). The reflective practitioner. Toronto, ON: University of Toronto Press.
   Google Scholar
• Noddings, N. (2006). Critical lessons: What our schools should teach. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Olendzki, A. (2011). The construction of mindfulness. Contemporary Buddhism, 12(1), 55–70. doi:10.1080/14639947.2011.564817
   Web of Science ®Google Scholar
• Palmer, P. (1983). To know as we are known. New York, NY: HarperCollins.
   Google Scholar
• Palmer, P. (1998). The courage to teach. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Philips, D. C. (2014). Research in the hard sciences, and in very hard ‘softer’ domains. Educational Researcher, 43(1), 9–11. doi:10.3102/0013189X13520293
   Web of Science ®Google Scholar
• Pinar, W. F. (2005). The problem with curriculum and pedagogy. Journal of Curriculum and Pedagogy, 2(1), 67–82. doi:10.1080/15505170.2005.10411529
   Google Scholar
• Pinar, W. F., & Grumet, M. R. (2014). Toward a poor curriculum (3rd Ed.). Rochester, NY: Kendall/Hunt Publishing Company.
   Google Scholar
• Postman, N. (1995). The end of education: Redefining the value of school. New York, NY: Alfred A. Knopf.
   Google Scholar
• Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers' professional development: An emerging area of research and practice. Child Development 6(2), 167–173. doi:10.1111/j.1750-8606.2012.00238.x
   Web of Science ®Google Scholar
• Rogers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Learning and Teaching, 12(3), 265–287.
   Google Scholar
• Roth, H. (2006). Contemplative studies: Prospects for a new field. Teacher's College Record, 108(6), 1787–1815. doi:10.1111/j.1467-9620.2006.00762.x
   Google Scholar
• Shusterman, R. (2012). Thinking through the body: Essays in somaesthetics. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Simmer-Brown, J. (2009). The question is the answer. Religion & Education, 36(2), 88–101. doi:10.1080/15507394.2009.10012445
   Google Scholar
• Steel, S. (2014). The pursuit of wisdom and happiness in education: Historical sources and contemplative practices. New York, NY: SUNY Press.
   Google Scholar
• Taylor, C. (1989). Sources of the self. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wallace, A. B. (1999). The Buddhist tradition of Samatha: Methods of refining and examining consciousness. Journal of Consciousness Studies, 6(2–3), 175–187.
   Google Scholar
• Zajonc, A. (2009). Meditation as contemplative inquiry: When knowing becomes love. Great Barrington, MA: Lindisfarne Books.
   Google Scholar