Berkovich-Ohana Aviva, Jennings Patricia A, Lavy Shiri
Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel.
Curry School of Education, University of Virginia, Charlottesville, VA, United States.
Prog Brain Res. 2019;244:355-385. doi: 10.1016/bs.pbr.2018.10.015. Epub 2019 Jan 3.
Accumulating research in education shows that contemplative practices contribute to and foster well-being of individuals in sustainable ways. This bears special importance for teachers, as it affects not only them but also their students. Based on accumulating behavioral and neuroscientific findings, it has been suggested that a key process by which mindfulness meditation enhances self-regulation is the altering of self-awareness. Indeed, accumulated work shows that the underlying networks supporting various types of self-awareness are malleable following meditative practice. However, the field of education has developed independently from the study of the self and its relation to contemplative neuroscience thus far, and to date there is no systematic account linking this accumulating body of knowledge to the field of education or discussing how it might be relevant to teachers. Here we show how incorporating insights from contemplative neuroscience-which are built on the conceptualization and neuroscience of the self-into contemplative pedagogy can inform the field and might even serve as a core underlying mechanism tying together different empirical evidence. This review points to potential neural mechanisms by which mindfulness meditation helps teachers manage stress and promote supportive learning environments, resulting in improved educational outcomes, and thus it has significant implications for educational policy regarding teachers.
教育领域越来越多的研究表明，沉思练习以可持续的方式促进并培养个人的幸福感。这对教师尤为重要，因为它不仅影响教师自身，还会影响他们的学生。基于越来越多的行为学和神经科学研究结果，有人提出正念冥想增强自我调节的一个关键过程是改变自我意识。的确，大量研究表明，支持各种类型自我意识的潜在神经网络在冥想练习后具有可塑性。然而，到目前为止，教育领域一直独立于自我研究及其与沉思神经科学的关系发展，并且目前还没有系统的阐述将这一不断积累的知识体系与教育领域联系起来，或者讨论它如何与教师相关。在这里，我们展示了将基于自我概念化和神经科学的沉思神经科学见解纳入沉思教学法如何能够为该领域提供信息，甚至可能作为将不同实证证据联系在一起的核心潜在机制。这篇综述指出了正念冥想帮助教师管理压力和促进支持性学习环境的潜在神经机制，从而带来更好的教育成果，因此它对有关教师的教育政策具有重要意义。
