n South African Journal of Higher Education - The case for mindfulness in teaching and learning

Volume 19, Issue 3
  • ISSN : 1011-3487



In this article the nature of mindfulness is explored in conjunction with its mental neighbour, mindlessness. At first glance, mindfulness conjures images of alert consciousness and willing responsibility whereas mindlessness reflects a far more negative perception of attitude and behaviour; a state of mind seemingly detrimental to effective learning. <br>In Eastern philosophy, however, emptying the mind, a positive mindlessness if you will, is a recommended state of consciousness where learners intuitively act from a state of grace with seeming ease and prowess. This mindful mindlessness is a worthy educational pursuit which belies the simplicity of polarised opposites. <br>The mindful-mindless equation impacts our lives as teachers and learners as potential partners-in-education and thus carries potentially positive and negative societal and educational consequences.

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