490069 KU Social and Personal Competencies (2021W)
Continuous assessment of course work
Labels
REMOTE
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from We 01.09.2021 09:00 to Mo 20.09.2021 09:00
- Registration is open from Th 23.09.2021 09:00 to Tu 28.09.2021 09:00
- Deregistration possible until Fr 22.10.2021 12:00
Details
max. 20 participants
Language: German, English
Lecturers
Classes (iCal) - next class is marked with N
Thursday
14.10.
13:15 - 15:15
Digital
Thursday
28.10.
13:15 - 15:15
Digital
Thursday
11.11.
13:15 - 15:15
Digital
Thursday
25.11.
13:15 - 15:15
Digital
Thursday
09.12.
13:15 - 15:15
Digital
Thursday
20.01.
13:15 - 15:15
Digital
Information
Aims, contents and method of the course
Assessment and permitted materials
Students are expected to attend lectures and actively participate to discussions, case studies, research tasks and exercises. Moreover, students will have to hand in few assignments during the course.
Minimum requirements and assessment criteria
The students’ work will be evaluated on a scale from 0 to 100 points distributed as following:
- Attendance to the classes, class works and groupwork: 30 points.
- Two short written reports (assignments): 30 points (10 for the first assignment, 20 for the second assignment).
- Final project ‘Educational design lab’: designing a project for educational setting: 40 points.The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 Punkte
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 pointsFor the final project, students will have to apply and show proficiency with the terminology and concepts used during the course. A few options for projects will be suggested during the course.
- Attendance to the classes, class works and groupwork: 30 points.
- Two short written reports (assignments): 30 points (10 for the first assignment, 20 for the second assignment).
- Final project ‘Educational design lab’: designing a project for educational setting: 40 points.The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 Punkte
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 pointsFor the final project, students will have to apply and show proficiency with the terminology and concepts used during the course. A few options for projects will be suggested during the course.
Examination topics
All of the content covered in the course. Supporting learning material will be available on Moodle, such as presentations, papers, documents, videos, slides, reference literature.
Reading list
- Albrecht, N. J., Albrecht, P. M., & Cohen, M. (2012). Mindfully teaching in the classroom: a literature review. Australian Journal of Teacher Education, 37(12), n. 12.
- Brinkmann, M. (2015). Übungen der Aufmerksamkeit. In Aufmerksamkeit (pp. 199-220). Springer VS, Wiesbaden.
- Ergas O. (2014). Mindfulness in education at the intersection of science, religion, and healing. Critical Studies in Education, 55:1, 58-72.
- Francesconi, D. (2018). Eudaimonic Wellbeing and Education. In Galvin, K. T. (Ed.). Routledge International Handbook of Wellbeing. London, UK: Taylor and Francis Books. DOI: 10.4324/9781315724966-30.
- Francesconi, D., & Tarozzi, M. (2019). Embodied Education and Education of the Body: The Phenomenological Perspective. In Leib–Leiblichkeit–Embodiment (pp. 229-247). Springer VS, Wiesbaden.
- Francesconi, D., & Tarozzi, M. (2012). Embodied Education: A Convergence of Phenomenological Pedagogy and Embodiment. Studia Phaenomenologica, 12: 263-88. DOI: 10.7761/SP.12.263.
- Hirshberg, M. J., Flook, L., Enright, R. D., & Davidson, R. J. (2020). Integrating mindfulness and connection practices into preservice teacher education improves classroom practices. Learning and Instruction, 66, 101-298.
- Hyland, T. (2017). McDonaldizing spirituality: Mindfulness, education, and consumerism. Journal of Transformative Education, 15(4), 334-356.
- Hwan et al. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64: 26-42.
- Kaltwasser, V. (2016). Praxisbuch Achtsamkeit in der Schule. Beltz.
- Meiklejohn, J., Phillips, C., Freedman, M.L. et al. (2012). Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students. Mindfulness, 3: 291-307.
- Roeser R. W. et al. (2012). Mindfulness Training and Teachers’ Professional Development: An emerging area of research and practice. Child Development Perspectives, 6, 2: 167-173.
- Sharp, J.E. & Jennings, P.A. (2016). Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program. Mindfulness. 7: 209.
- Soloway, G. B. (2016). Preparing teacher candidates for the present: Investigating the value of mindfulness-training in teacher education. In Handbook of mindfulness in education (pp. 191-205). Springer, New York, NY.
- Brinkmann, M. (2015). Übungen der Aufmerksamkeit. In Aufmerksamkeit (pp. 199-220). Springer VS, Wiesbaden.
- Ergas O. (2014). Mindfulness in education at the intersection of science, religion, and healing. Critical Studies in Education, 55:1, 58-72.
- Francesconi, D. (2018). Eudaimonic Wellbeing and Education. In Galvin, K. T. (Ed.). Routledge International Handbook of Wellbeing. London, UK: Taylor and Francis Books. DOI: 10.4324/9781315724966-30.
- Francesconi, D., & Tarozzi, M. (2019). Embodied Education and Education of the Body: The Phenomenological Perspective. In Leib–Leiblichkeit–Embodiment (pp. 229-247). Springer VS, Wiesbaden.
- Francesconi, D., & Tarozzi, M. (2012). Embodied Education: A Convergence of Phenomenological Pedagogy and Embodiment. Studia Phaenomenologica, 12: 263-88. DOI: 10.7761/SP.12.263.
- Hirshberg, M. J., Flook, L., Enright, R. D., & Davidson, R. J. (2020). Integrating mindfulness and connection practices into preservice teacher education improves classroom practices. Learning and Instruction, 66, 101-298.
- Hyland, T. (2017). McDonaldizing spirituality: Mindfulness, education, and consumerism. Journal of Transformative Education, 15(4), 334-356.
- Hwan et al. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64: 26-42.
- Kaltwasser, V. (2016). Praxisbuch Achtsamkeit in der Schule. Beltz.
- Meiklejohn, J., Phillips, C., Freedman, M.L. et al. (2012). Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students. Mindfulness, 3: 291-307.
- Roeser R. W. et al. (2012). Mindfulness Training and Teachers’ Professional Development: An emerging area of research and practice. Child Development Perspectives, 6, 2: 167-173.
- Sharp, J.E. & Jennings, P.A. (2016). Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program. Mindfulness. 7: 209.
- Soloway, G. B. (2016). Preparing teacher candidates for the present: Investigating the value of mindfulness-training in teacher education. In Handbook of mindfulness in education (pp. 191-205). Springer, New York, NY.
Association in the course directory
Last modified: Fr 12.05.2023 00:27
During this course, we will look at three different but strictly interconnected dimensions of wellbeing: personal wellbeing, social wellbeing, systemic wellbeing. Moreover, we will look at some specific terminological and semantic variations of the concept of wellbeing, such as eudaimonia, hedonism, happiness and quality of life.
We will adopt the Embodied Education approach as theoretical framework. We will also engage in experiential activities in the field of mind-body practices, in particular mindfulness meditation, which have received great attention in the last decade (‘contemplative turn’). Both Embodied Education and mindfulness meditation help reframing the “body-mind problem” and offer a new perspective on crucial concepts such as ‘mind’, ‘knowledge’, ‘learning’ and ‘wellbeing’.
We will critically discuss these themes and their implementation in the educational field and in the professional training of teachers, and we will gain theoretical and practical knowledge about teachers’ personal and social competences.In particular, we will see:
- Main definitions of teachers’ social and personal competences.
- Main definitions of teachers and students’ wellbeing.
- Effects of contemplative practices (e.g. mindfulness meditation and yoga) on teachers’ wellbeing and teachers’ personal and social competences.
- Contemplative practices for teachers and students: why and how to use them in education context.
- Critical analysis of the use of contemplative practices in education.This course helps students to develop educational competencies in promoting personal and social wellbeing through mindfulness meditation practices. By the end of the course, students will acquire the following skills:
- To recognize and use technical terminology and concepts from the fields of embodied education and contemplative practices.
- To evaluate and promote crucial aspects of personal and social competences.
- To adopt basic elements of body-mind practices in educational settings to improve teachers and students’ wellbeing.
- To gain skills to design and implement mindfulness activities in classroom.
- To develop critical and scientific attitude toward mindfulness meditation and the “contemplative turn” in education.The course will include frontal teaching, interactive discussions, case studies, group’s work, and experiential training. Teaching method is highly interactive and participatory. Learning activities are:
- Lectures with media support on central theoretical concepts and empirical topics.
- Plenary discussion.
- Two short written reports and one final written project.
- Continuous work in small groups (case study).
- Final presentation and discussion of the research project in plenary.
- Guided mindfulness experience.