Contemplative practices for the formation of educators and trainers
Formare November 3, 2019 Mariarosaria de Simone
Contemplative practices such as mindfulness meditation may aid the training of educators by drawing on the neurophenomenological perspective of embodied cognition, which emphasizes the grounding of individuals in lived experience. This approach could be especially useful when applied to a critical professional formation, helping educators develop greater self-awareness and responsiveness. The work explores how these practices can be integrated into training programs to foster a more embodied and critically reflective professional identity.