Potvin Ashley Seidel, Penuel William R, Dimidjian Sona, Jinpa Thupten
University of Colorado Boulder, Boulder, USA.
McGill University, Montreal, Canada.
Mindfulness (N Y). 2022 Apr 15:1-17. doi: 10.1007/s12671-022-01867-x.
We examined the extent to which compassion practices helped guide skillful means of care among educators. We engaged educators in a collaborative design (co-design) process that foregrounded two components: (1) contemplative practice and (2) developing skill in how social interactions are embedded within wider systems through individual and joint inquiry. We analyzed the ways educators developed awareness of social suffering and set intentions to alleviate suffering. We examined how co-design fostered an understanding of compassion and new ideas about how to respond skillfully to suffering in schools.
Using qualitative methods, we analyzed data from educators who participated in co-design, including their written reflections, field notes, semi-structured interviews, and surveys.
Educators identified multiple opportunities for acting with compassion, including approaching school-based interactions with compassion, cultivating compassion for themselves, and envisioning school change through a lens of compassion. Educators' experiences in co-design directly informed how they imagined compassionate action in their schools. Specific elements highlighted were contemplative practice, reflection, and individual and joint inquiry.
The adaptation of a general program on compassion training can benefit from attending to how to show compassion in the context of concrete interactions in schools, and this can support educators in developing skillful means of care. Our analyses provide insight into the components that supported educators to offer compassion and suggest that educators' skillful means of care can be cultivated through both contemplative practice and inquiry into social suffering. We offer a conceptual model for developing skillful means of care educational settings.
我们研究了慈悲实践在多大程度上有助于指导教育工作者采取巧妙的关怀方式。我们让教育工作者参与一个协作设计（共同设计）过程，该过程突出了两个要素：（1）冥想实践；（2）通过个人和联合探究，培养在更广泛系统中理解社会互动如何嵌入其中的技能。我们分析了教育工作者如何培养对社会苦难的认识并设定减轻苦难的意图。我们研究了共同设计如何促进对慈悲的理解以及关于如何巧妙应对学校苦难的新想法。
我们采用定性方法，分析了参与共同设计的教育工作者的数据，包括他们的书面反思、实地记录、半结构化访谈和调查。
教育工作者确定了多个展现慈悲行为的机会，包括以慈悲之心对待校内互动、培养对自己的慈悲心以及从慈悲的角度设想学校变革。教育工作者在共同设计中的经历直接影响了他们在学校中设想慈悲行动的方式。突出的具体要素包括冥想实践、反思以及个人和联合探究。
将一般的慈悲训练项目进行调整，可从关注如何在学校具体互动情境中展现慈悲中受益，这有助于教育工作者培养巧妙的关怀方式。我们的分析深入了解了支持教育工作者展现慈悲的要素，并表明教育工作者巧妙的关怀方式可通过冥想实践和对社会苦难的探究来培养。我们提供了一个在教育环境中培养巧妙关怀方式的概念模型。
