08 SES 12, Embodied Conceptions of Wellbeing in Education
Friendly kindness, compassion, and mindful awareness are among the factors that are found to foster friendly learning and working climates and reduce conflicts and anxiety in both preschool and school settings (Roeser et al, 2012; Langer, Cohen & Djikic, 2012; Jennings, 2014; Herskind & Nielsen, 2011) Everyday work conditions in both preschool and school are often characterized by demands for high efficiency, standards for ´best practice´ and goal orientation, and at the same time by consecutive encounters between professional adults and children. Concerning the latter Biesta (2012; Friesen, 2017) argues for the importance of the adult to relate to both the perspective of the child as well as her/his own experience of being addressed in the encounter, and therefore her/his own subjectivity and following Biesta (ibid.) such subjective experiences become articulated as affects, emotions, and doubts in moments of ‘hesitation’. Nevertheless, there is a risk that the high demands and everyday working conditions make teachers´ experiences of attentive presence and ´hesitation´ in the encounters between child and adult difficult, that instead of reflection and awareness they react automatically and thus risk acting unprofessionally. The aim in this presentation is to present and discuss how practices of Friendly Kindness, Compassion and Mindful Awareness intersect with uncertainties or risk in everyday life and what it means to teachers and children´s well-being and attitudes to themselves and others? Studying these complex issues, we draw on phenomenological concepts of lived experience and embodiment inspired by Merleau-Ponty (2014/1962) and the embodied unconscious inspired by Fuchs (2011). Presenting examples from two projects studying respectively ´Mindfulness practices´ experienced by adolescents in challenging school conditions and ´Self-compassion practices´ experienced by preschool teachers in challenging working conditions we argue that the professional agent or student - in challenging conditions – may become able to mediate and change some dynamics in riskful and uncertain situations. These practices potentially build resources for the professionals in the educational sector and the coming generation for more reflective actions and sustainable well-being.
Biesta, G. (2012). No education without hesitation: Exploring the limits of educational relations. Keynote address to the Society for the Philosophy of Education. Philosophy of Education. Fuchs, T. (2011). Body Memory and the Unconscious. In: Lomar, D. & Brudzinska, J. (Eds). Founding Psychoanalysis Phenomenologically – Phenomenological Theory of Subjectivity and the Psychoanalytical Experience. New York: Springer. Friesen, N. (2017). The pedagogical relation past and present: experience, subjectivity and failure. Journal of Curriculum Studies, Vol.49 n. 6, pp. 743-756. DOI:10.1080/00220272.2017.1320427 Herskind, M. & Nielsen, AM. (2011). Læring af Nærvær – Kultursensitivt Perspektiv. Psyke & Logos. Vol 32 pp. 85 – 104. Jennings, P. A. (2014). Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students. Mindfulness. DOI 10.1007/s12671-014-0312-4 Langer, E. J., Cohen, M. & Djikic, M. (2012). Mindfulness as a Psychological Attractor: The Effect on Children. Journal of Applied Social Psychology. Vol. 42 n. 5, pp. 1114 – 1122. Merleau-Ponty, M. (2014/1962). Phenomenologi of Perception. New York: Routledge Roeser, R. W., Skinner, E, Beers, J. & Jennings, P.A. (2012). Mindfulness Training and Teachers’ Professional Development: An Emerging Area of Research and Practice. Child Development Perspectives. Vol. 6 pp. 167 – 173.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
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Network 25. Research on Children's Rights in Education
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