Yoga and pedagogical mindfulness in higher education

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

Abstract

The practice of yoga is only one route towards the development of mindfulness and in this chapter, a yogic approach is applied to teaching at a university in Australia. An autoethnographic methodology was used and short narratives are inserted through the chapter in order to show how mindfulness was performed by a lecturer at the beginning of semester in a busy and diverse academic environment. The author’s practice of yoga, and knowledge of yoga philosophy, was used to support the lecturing/pedagogical role in higher education while teaching a unit about the workplace and well-being to a class of future early childhood teachers. A further layer of analysis emerged through this link to early childhood education and to the philosophy of Levinas, whose ethical thought encourages a consideration of the face of the Other. From the beginning of their professional life, teachers are required to acknowledge and accept difference and diversity. In this case, the lecturer reflects on how this works in terms of mindful practice and suggests that the complexities of the pedagogical relationship can be transformed by bringing yoga principles into the classroom.
Original languageEnglish
Title of host publicationMindfulness in the Academy
Subtitle of host publicationPractices and Perspectives from Scholars
EditorsNarelle Lemon, Sharon McDonough
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter13
Pages203-215
Number of pages13
Edition1st
ISBN (Electronic)9789811321436
ISBN (Print)9789811321429
DOIs
Publication statusPublished - 2018

Cite this

Bone, J. (2018). Yoga and pedagogical mindfulness in higher education. In N. Lemon, & S. McDonough (Eds.), Mindfulness in the Academy: Practices and Perspectives from Scholars (1st ed., pp. 203-215). Singapore Singapore: Springer. https://doi.org/10.1007/978-981-13-2143-6_13
Bone, Jane. / Yoga and pedagogical mindfulness in higher education. Mindfulness in the Academy: Practices and Perspectives from Scholars. editor / Narelle Lemon ; Sharon McDonough. 1st. ed. Singapore Singapore : Springer, 2018. pp. 203-215
@inbook{bcd8cfa3d3424fb89b63685ec6ce846f,
title = "Yoga and pedagogical mindfulness in higher education",
abstract = "The practice of yoga is only one route towards the development of mindfulness and in this chapter, a yogic approach is applied to teaching at a university in Australia. An autoethnographic methodology was used and short narratives are inserted through the chapter in order to show how mindfulness was performed by a lecturer at the beginning of semester in a busy and diverse academic environment. The author’s practice of yoga, and knowledge of yoga philosophy, was used to support the lecturing/pedagogical role in higher education while teaching a unit about the workplace and well-being to a class of future early childhood teachers. A further layer of analysis emerged through this link to early childhood education and to the philosophy of Levinas, whose ethical thought encourages a consideration of the face of the Other. From the beginning of their professional life, teachers are required to acknowledge and accept difference and diversity. In this case, the lecturer reflects on how this works in terms of mindful practice and suggests that the complexities of the pedagogical relationship can be transformed by bringing yoga principles into the classroom.",
author = "Jane Bone",
year = "2018",
doi = "10.1007/978-981-13-2143-6_13",
language = "English",
isbn = "9789811321429",
pages = "203--215",
editor = "Narelle Lemon and Sharon McDonough",
booktitle = "Mindfulness in the Academy",
publisher = "Springer",
edition = "1st",

}

Bone, J 2018, Yoga and pedagogical mindfulness in higher education. in N Lemon & S McDonough (eds), Mindfulness in the Academy: Practices and Perspectives from Scholars. 1st edn, Springer, Singapore Singapore, pp. 203-215. https://doi.org/10.1007/978-981-13-2143-6_13

Yoga and pedagogical mindfulness in higher education. / Bone, Jane.

Mindfulness in the Academy: Practices and Perspectives from Scholars. ed. / Narelle Lemon; Sharon McDonough. 1st. ed. Singapore Singapore : Springer, 2018. p. 203-215.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

TY - CHAP

T1 - Yoga and pedagogical mindfulness in higher education

AU - Bone, Jane

PY - 2018

Y1 - 2018

N2 - The practice of yoga is only one route towards the development of mindfulness and in this chapter, a yogic approach is applied to teaching at a university in Australia. An autoethnographic methodology was used and short narratives are inserted through the chapter in order to show how mindfulness was performed by a lecturer at the beginning of semester in a busy and diverse academic environment. The author’s practice of yoga, and knowledge of yoga philosophy, was used to support the lecturing/pedagogical role in higher education while teaching a unit about the workplace and well-being to a class of future early childhood teachers. A further layer of analysis emerged through this link to early childhood education and to the philosophy of Levinas, whose ethical thought encourages a consideration of the face of the Other. From the beginning of their professional life, teachers are required to acknowledge and accept difference and diversity. In this case, the lecturer reflects on how this works in terms of mindful practice and suggests that the complexities of the pedagogical relationship can be transformed by bringing yoga principles into the classroom.

AB - The practice of yoga is only one route towards the development of mindfulness and in this chapter, a yogic approach is applied to teaching at a university in Australia. An autoethnographic methodology was used and short narratives are inserted through the chapter in order to show how mindfulness was performed by a lecturer at the beginning of semester in a busy and diverse academic environment. The author’s practice of yoga, and knowledge of yoga philosophy, was used to support the lecturing/pedagogical role in higher education while teaching a unit about the workplace and well-being to a class of future early childhood teachers. A further layer of analysis emerged through this link to early childhood education and to the philosophy of Levinas, whose ethical thought encourages a consideration of the face of the Other. From the beginning of their professional life, teachers are required to acknowledge and accept difference and diversity. In this case, the lecturer reflects on how this works in terms of mindful practice and suggests that the complexities of the pedagogical relationship can be transformed by bringing yoga principles into the classroom.

U2 - 10.1007/978-981-13-2143-6_13

DO - 10.1007/978-981-13-2143-6_13

M3 - Chapter (Book)

SN - 9789811321429

SP - 203

EP - 215

BT - Mindfulness in the Academy

A2 - Lemon, Narelle

A2 - McDonough, Sharon

PB - Springer

CY - Singapore Singapore

ER -

Bone J. Yoga and pedagogical mindfulness in higher education. In Lemon N, McDonough S, editors, Mindfulness in the Academy: Practices and Perspectives from Scholars. 1st ed. Singapore Singapore: Springer. 2018. p. 203-215 https://doi.org/10.1007/978-981-13-2143-6_13