The present dissertation aims at examining the literature concerning mindfulness as it relates to educational psychology and overviews three research studies conducted to add empirical research on mindfulness, well-being and learning. The contribution of the Thesis is that different theories and methods of mindfulness application are demonstrated and discussed, offering an important tool for modern educational syllabi. In part A, the present Thesis examines the theoretical background regarding mindfulness as it relates to education and well-being and learning. In part A, The theoretical background is divided into three main chapters: Chapter 1) discusses Well-being, learning and education, Chapter 2) explores mindfulness, definitions, implications and Chapter 3) examines mindfulness as a disposition in educational settings. The main aim of the theoretical background is to critically evaluate the concept and attributes of mindfulness, well-being and promote mindfulness as a dispositional way of thinking and antidote to stress incorporated in educational settings. Contrasting definitions, views and evidence of mindfulness are provided as well as potential links to philosophy, well-being, stress, emotional burdens, cognition, neuroscience and education. Results of the analyses for this study suggest that mindfulness is dispositional (trait-like) and could affect burnout and stress levels in students. Limitations in the current study are discussed. The findings implicate (a) the role and influence of mindfulness as a behavior trait and (b) the effect of previous knowledge on a student’s propensity for mindfulness. The positive implications of mindfulness suggest a need for further research (a) on long-term applied mindfulness program in actual classrooms and (b) on a combined Kabat-Zinn (1989) and Langer (1989) form of mindfulness instruction.
Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings
