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Drawing on Wittgenstein and Nagarjuna, it presents a holistic account of human ontology and explains how learning operates across mind, body, emotion, and spirit. It analyzes the phenomenology of thinking to identify modes of relation to ideation, proposing mindfulness practice as a technique for addressing non-cognitive attachments that can persist despite intellectual change.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-uses-of-mindfulness-in-anti-oppressive-pedagogies-philosophy-and-praxis/597260/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-uses-of-mindfulness-in-anti-oppressive-pedagogies-philosophy-and-praxis/597260.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article connect mindfulness practices to anti-oppressive pedagogy?","Question",{"text":112,"@type":113},"It argues that mindfulness can enhance the efficacy of anti-oppressive pedagogy by addressing aspects of learning that extend beyond purely intellectual change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which philosophical frameworks does the article use to support its claims?",{"text":117,"@type":113},"It draws on Wittgenstein and Nagarjuna to develop a holistic view of human ontology and to explain how learning affects mind, body, emotion, and spirit.",{"name":119,"@type":110,"acceptedAnswer":120},"What concern does the article raise about traditional teaching models?",{"text":121,"@type":113},"It expresses unease that teaching and learning may still reproduce a phallocentric and Eurocentric model, reinforcing a hidden logic of domination.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597260,1792230373,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Uses of Mindfulness in Anti-oppressive Pedagogies: Philosophy and Praxis  \nDeborah Orr  \nIn this article, I argue that educators can utilize mindfulness practices to enhance the efficacy of anti-oppressive pedagogy. The philosophies of Wittgenstein and Nagarjuna provide a holistic human ontology and show that learning affects students at all levels: mind, body, emotion, and spirit. My analysis of the phenomenology of thinking reveals the modes of relationship to ideation. I have proposed mindfulness practice as a proven technique to address the non-cognitive forms of attachment to ideation that may remain in force despite the most thorough-going intellectual change.  \nKeywords: mindful pedagogy, anti-oppressive pedagogy, critical pedagogy, mindfulness meditation  \nDans cet article, l’auteure fait valoir que les enseignants peuvent utiliser des pratiques attentionnées pour augmenter l’efficacité de la pédagogie libertaire. Les philosophies de Wittgenstein et de Nagarjuna permettentune ontologie humaine holistique etdémontrent que l’apprentissage affecte les étudiants sur tous les plans : l’intelligence, le corps, les émotions et l’esprit. Les analyses de la phénoménologie de la pensée révèlent les types de relation à l’idéation. La pratique attentionnée est proposée comme une technique quia faitses preuves pour traiter les formesd’attachementhors du champ cognitif à l’idéation qui demeure active malgré le plus profond changement intellectuel.  \nMots-clés : pédagogie attentionnée, pédagogie libertaire, pédagogie critique, méditation attentionnée  \nIn response to the work of Paulo Freire (1981) many feminist and other anti-oppressive teachers at all levels of education have abandoned, or at least drastically modified, what he has called “the banking concept of pedagogy” (p. 58), the philosophy and pedagogical praxis that assert that the primary task of teachers is to fill their students’ heads with established knowledge and instrumental procedures. The counterdiscourses that were developed and implemented pedagogically in the latter decades of the last century have now further eroded faith in the banking concept.  \nFollowing Freire’s work and energized by the social movements and  \nCANADIAN JOURNAL OF EDUCATION 27, 4 (2002): 477–490  \nraised consciousness of the late twentieth century, educators have carried out numerous experiments with anti-oppressive and liberatory pedagogies, and from these trials came many of the new techniques and bodies of knowledge that now inform teaching praxes. Teachers who have made transitions from the old banking style to new alternatives as well as those younger colleagues who have been introduced to new methods are justified in feeling that much progress has been made: there has been a salutary loosening of entrenched forms of social oppression, and students are using critical skills and developing forms of knowledge that were undreamed of just a few decades ago. And yet, and yet . . .  \nIn his critique of the “hidden curriculum” of traditional education, McLaren (1989) noted that the hidden curriculum “represents much more than a program of study, a classroom text, or a course syllabus”; rather, he continues, it represents the“introduction to a particular form of life; it serves in part to prepare students for dominant or subordinate positions in the existing society”(p. 183, italics in original) . To effect this social positioning it“favors certain forms of knowledge over others and affirms the dreams, desires, and values of select groups of students over other groups, often discriminatorily on the basis of race, class, and gender”(p. 183) . The last several decades of the twentieth century were rich in pedagogical innovation that teachers developed not only in response to the critiques of Freire, McLaren, and others but also out of their growing awareness of inequities in their own classrooms. In their sensitivity to multiple forms of classroom oppression and silencing, in their openness to","cbCaifugkkbGEErK","https://ap.wps.com/l/cbCaifugkkbGEErK","pdf",557277,21,"English","# Introduction\n# Mindfulness and anti-oppressive pedagogy\n## Philosophy and holistic ontology\n## Praxis: transforming attachment to ideation\n# Critiques and background in education\n## Freire’s banking concept and pedagogical counterdiscourses\n## Hidden curriculum and social positioning\n# Challenges and ongoing concerns\n## Hidden domination and Eurocentric/phallocentric teaching models","[{\"question\":\"How does the article connect mindfulness practices to anti-oppressive pedagogy?\",\"answer\":\"It argues that mindfulness can enhance the efficacy of anti-oppressive pedagogy by addressing aspects of learning that extend beyond purely intellectual change.\"},{\"question\":\"Which philosophical frameworks does the article use to support its claims?\",\"answer\":\"It draws on Wittgenstein and Nagarjuna to develop a holistic view of human ontology and to explain how learning affects mind, body, emotion, and spirit.\"},{\"question\":\"What concern does the article raise about traditional teaching models?\",\"answer\":\"It expresses unease that teaching and learning may still reproduce a phallocentric and Eurocentric model, reinforcing a hidden logic of domination.\"}]","The Uses of Mindfulness in Anti-oppressive Pedagogies: Philosophy and Praxis | PDF",1792084697,53]