The Limits of Mindfulness: Emerging Issues for Education

an article by Terry Hyland (Free University of Ireland, Dublin) published in British Journal of Educational Studies Volume 64 Issue 1 (2016)

Abstract

Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being.

However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a reductionism and commodification – popularly labelled ‘McMindfulness’ – of the underpinning principles and ethical foundations of such practice which threatens to subvert and militate against the achievement of the original aims of MBIs in general and their educational function in particular.

It is argued here that mindfulness practice needs to be organically connected to its spiritual roots if the educational benefits of such practice are to be fully realised.

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