Contemplative practices for the formation of educators and trainers
Formare November 3, 2019 Peer reviewed DOI: 10.13128/formare-23821 via DOAJ
Summary
Contemplative practices, particularly mindfulness meditation, may enhance the training of educators and trainers by leveraging insights from neurophenomenology and embodied cognition. This approach emphasizes the significance of lived experience and could be particularly beneficial when applied to critical professional formation.
Study at a glance
| Population | educators and trainers |
|---|---|
| Key finding | Mindfulness meditation and other contemplative practices can support the formation of educators and trainers by connecting with embodied cognition and lived experience. |
Abstract
This work has examined in depth how the contemplative practices, such as the mindfulness meditation, might be helpful with educators and trainers formation. Said practices could capitalize on the emerging neurophenomenological perspective of the embodied cognition and on the importance that the latter gives to one’s lived experience. This perspective might be very useful if linked to a critical professional formation. Le pratiche contemplative per la formazione di educatori e formatori Il presente lavoro ha cercato di approfondire il modo in cui le pratiche contemplative, come ad esempio la meditazione mindfulness, possano rappresentare un modo per poter lavorare alla formazione di educatori e formatori facendo tesoro della prospettiva emergente, in ambito neurofenomenologico, della teoria della cognizione incarnata e dell’importanza da essa attribuita al radicamento dell’individuo nell’esperienza. Una prospettiva che potrebbe presentarsi di estrema utilità se messa a servizio di una formazione professionale in chiave critica.