Mindfulness and the Therapeutic Aims of Education

Author(s):

Terry Hyland

Conference:

ECER 2008

Network:

13. Philosophy of Education - Standard submissions

Format:

Paper

Session Information

13 SES 03A, Concepts of Education

Paper Session

Time:

2008-09-10

14:00-15:30

Room:

B3 335

Chair:

James Charles Conroy

Contribution

The so-called ‘therapeutic turn’ in education has been the subject of criticism by a number of commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives concerned with enhancing and developing confidence and self-esteem in learners. After offering some critical observations on these developments, it is suggested that there are some educationally justifiable goals underpinning what has been described as a therapeutic turn. Whilst accepting that ‘self-esteem’ and cognate concepts cannot provide a general end or universal aim of education, the therapeutic function is more valuable and significant than is generally acknowledged. This claim is justified by an examination of the concept of ‘mindfulness’ which, it is argued, can be an immensely powerful and valuable notion which is integrally connected with the centrally transformative and developmental nature of learning and educational activity at all levels. The Therapeutic Turn in Education The idea that educational policy and practice has been influenced by a ‘therapeutic turn’ in recent years has been advocated by a number of commentators (Ecclestone, 2004a,b; Hayes, 2003; Thompson, 2007). Ecclestone (2004a) has expressed concern about the growing popularity of notions such as ‘self esteem’ and ‘emotional intelligence’ in educational circles. This has led to: new professional activities in emotional management, life coaching, mentoring, counselling, and interventions to build self-esteem and make people feel good emotionally in the pursuit of motivation, educational achievement and social inclusion (p.11). Moreover, it is claimed that the ‘professional and popular support for these ideas’ is now so strong ‘that they have become a new social and educational orthodoxy’ (ibid.). Does this dystopian vision of contemporary education and training accord with reality? More importantly, what do these claims about a therapeutic turn actually mean and are they justified against the background of recent trends in post-school education and training? More significantly, for the purposes of my particular concern with the importance of mindfulness in personal educational growth and development, do the new emphases amount to anything more than giving due and proper attention to the affective domain of learning?

Method

Policy studies/ philosophical analysis

Expected Outcomes

Establishment of a case for the inclusion of mindfulness in educational policy and practice to answer the concerns of critics of the so-called 'therapeutic turn' in education and training

References

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Author Information

Terry Hyland

University of Bolton

Education

Greater Manchester

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