Universität Wien

490070 KU Social and Personal Competencies (2021S)

2.00 ECTS (1.00 SWS), SPL 49 - Lehrer*innenbildung
Continuous assessment of course work
REMOTE
Moodle

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).

Details

max. 20 participants
Language: German, English

Lecturers

Classes (iCal) - next class is marked with N

  • Thursday 18.03. 13:15 - 14:45 Digital
  • Thursday 25.03. 13:15 - 15:30 Digital
  • Thursday 15.04. 13:15 - 15:30 Digital
  • Thursday 29.04. 13:15 - 15:30 Digital
  • Wednesday 12.05. 13:15 - 14:45 Digital
  • Thursday 27.05. 13:15 - 14:45 Digital

Information

Aims, contents and method of the course

In the last decade, we have been witnessing an incremental attention to theories and practices about mindfulness meditation and contemplative activities. This phenomenon has been regarded as the contemplative turn. Such movement has been mainly developed within the embodied cognition theory (EC) and derives from an original mix of phenomenology, complex system theory and contemplative tradition (in particular Buddhism). EC and mindfulness approach substantially reframe the body-mind problem and offer a new perspective on crucial concepts such as ‘mind’, ‘knowledge’, and ‘learning’. Also, they reconsider the importance of subjective experience (first-person perspective) and the role that the lived body (Leib) plays in it.
During the course, we will look at some of the main theoretical topics e.g. Leib, K?rper, embodied education, contemplative education and some more practical ones e.g. self-perception, bodily perception, emotion recognition, flow of consciousness. We will critically discuss all these themes, their application to the educational field and specially to the professional training and work of teachers, and the contribution that mindfulness meditation can offer to teachers’ personal and social competences.

In particular, we will see:
-The theoretical background of mindfulness meditation: embodied cognition theory, phenomenology of perception, body-as-object and body-as-subject.
-The effects of mindfulness meditation, yoga and other body-mind practices on wellbeing, personal and social competences.
-Educational aspects of mindfulness meditation: why and how to teach them in educational contexts.
-Mindfulness meditation for teachers: why and how it works in teacher’s education.
-Critical analysis of the mindfulness meditation discourse in education.
The topics discussed during the course are:
-Introduction to mindfulness meditation and embodied education. History and main concepts: embodiment, Leib, Körper, consciousness, self-awareness
-Theories and models of contemplative practices in teacher education and educational contexts: wellbeing, personal and social competences for teachers
-Practices and experiences of mindfulness meditation for teachers (case studies)
-Intersubjectivity and intercorporeality through mindfulness meditation
-Educational design lab: designing a mindfulness project for educational setting
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 have acquired the following skills:
-To recognize and use basic terminology and concepts from the fields of embodied education and mindfulness meditation
-To be able to evaluate basic aspects of personal and social competences
-To be able to adopt mindful meditation and other body-mind practices in educational settings to improve personal and social competences
-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

Assessment and permitted materials

The course will include frontal teaching, interactive discussion, 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
-1 research assignments (research project) and 1 written elaboration
-Continuous work in small groups (case study)
-Final presentation and discussion of the research project in plenary
-Guided mindfulness experience

Minimum requirements and assessment criteria

Students are expected to attend lectures and actively participate to discussions, case studies, research tasks and exercises. Moreover, students will have to hand in several assignments during the course.

Attendance of the classes and class works: 30% of the final grade
Assignments: 30% of the final grade
Final project: 40% of the final grade

For 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 in class.

Examination topics

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., & Tarozzi, M. (2019). Embodied Education and Education of the Body: The Phenomenological Perspective. In LeibLeiblichkeitEmbodiment (pp. 229-247). Springer VS, Wiesbaden.
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.
Waldenfels, B. (2004). Bodily experience between selfhood and otherness. Phenomenology and the Cognitive Sciences 3: 235-248.

Association in the course directory

Last modified: Fr 12.05.2023 00:27