Educating for mindfulness
0
2018-2019
01009968
Education Sciences
Portuguese
Face-to-face
4.0
Elective
1st Cycle Studies
Recommended Prerequisites
Not applicable.
Teaching Methods
Teaching and learning methodologies in this curricular unit are diverse, since they require a combination of traditional methods (lecture, for theoretical issues), and active and reflective ones, such as guidedn practices, demonstrations, Socratic questioning, group discussions, simulations, self-monitoring recordings and journaling.
Learning Outcomes
The main goal of this unit is to develop in students the knowledge and reflection about concepts, principles and practices in mindfulness approaches, as well as to propitiate experiential and transformative practice in personal and group terms.
At the end of the program specified below student should be able to:
1) Identify, understand and discuss the concepts, principles and practices underlying mindfulness approaches.
2) Know, understand and discuss theorectical frameworks and epistemological foundations of mindfulness.
3) Know, understand and reveal comptence in applying techniques of mindfulness formal practices.
4) Identify, understand and analyse the main intervention programs in the domain of health and education.
Work Placement(s)
NoSyllabus
I. Concept and foundations of mindfulness
1.1. Understanding mindfulness in its secular traditions
1.2. Understanding mindfulness through philosophical, ethics and epistemological approaches
1.3. Understanding mindfulness through scientific approach
II. The foundations of mindfulness practice.
2.1. Atitudinal foundations of mindfulness practice
2.2. Principles and values underlying mindfulness approaches
2.3. Different modalities and techniques of mindfulness formal practices
III. Mindfulness as enhancer of health and well-being
3.1. Theorectical models
3.2. Intervention programs
IV. Mindfulness in education
4.1. The role of mindfulness in development of holistic and lifelong education
4.2. Intervention programs in educational contexts.
Head Lecturer(s)
Albertina Lima Oliveira
Assessment Methods
Continuous evaluation
Synthesis work: 25.0%
From self-monitoring records and the daily practice.: 25.0%
Frequency: 50.0%
Final evaluation
Exam: 100.0%
Bibliography
Barbezat, D., & Mirabai, B. (2014). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco, CA: Jossey-Bass.
Miller, J. (1994). The contemplative practitioner. Toronto: University of Toronto Press.
Siegel, D. J. (2007). The mindful brain. New York: W. W. Norton & Company.
Williams, J. M., & Kabat-Zinn, J., (Eds.).(2013). Mindfulness: Diverse perspectives on its meaning, origins and applications. London: Routledge.
Williams, M., & Penman, D. (2011). Mindfulness: An eigth-week plan for finding peace in a frantic world. New York: Rodale.
Kabat-Zinn, J. (2005). Full catastrophe living. New York: Delta Books.
Black, A. (2012). Living in the moment: Don't dwell on the past or worry about the future. London: Cico Books.
Lima, M. P., Oliveira, A. L., & Godinho, P. (2011). Promover o bem-estar de idosos institucionalizados. Revista Portuguesa de Pedagogia, 45(1), 165-183.