Contemplative practices for the formation of educators and trainers

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.

Study at a glance

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.