The Critique of Mindfulness and the Mindfulness of Critique: Paying Attention to the Politics of Our Selves with Foucault’s Analytic of Governmentality

Ng, Edwin

doi:10.1007/978-3-319-44019-4_10

Cited by 16 publications

(14 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Kristensen (2018) highlights this is utilising the same technology that made you ill to make you better. This 'anti-critical' narrative can even reinforce a sensibility whereby mindfulness cannot transform exploitative institutional conditions because they are preserved, localising the effects of mindfulness exclusively to matters of individual-enhancement (Ng, 2016).…”

Section: Iatrogenic Effects Of Mindfulness 'In' Educationmentioning

confidence: 99%

“…Ergas 2019a, Felver, Celis-de Hoyos, Tezanos & Singh 2016, Weare 2012, Zenner, Herrnleben-Kurz & Walach 2014 and used meta-critiques (e.g. Forbes 2019, Hyland 2016, Kristensen 2018, Ng 2016, Purser 2019, Reveley 2016, Walsh 2016, van Dam et al 2018 to analyse and group these effects. After introducing different modalities of mindfulness within education that aid our classification (Ergas 2019a, Sellman & Buttarazzi, 2020, we initially focus our critique on the most common, instrumental applications.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mindfulness “in” Education as a Form of Iatrogenesis

Brito

Joseph

Sellman

2021

Journal of Transformative Education

View full text Add to dashboard Cite

Mindfulness-based interventions (MBIs) can result in positive “side effects,” such as concentration and individual well-being, highly desirable to schools operating within a neoliberalist agenda emphasizing performativity. However, employing a critical literature review, we argue that adverse side effects also occur, though under-researched. We engage critical and systems theories, within a broader complexity paradigm, to show how MBIs manifest as a form of “iatrogenesis,” whereby a “sleight of hand” occurs, offsetting systemic fallibility as individual culpability. Iatrogenesis provides both “cancer” and “cure,” the source of much stress and the means to cope, leaving systems under-critiqued whilst the individual is expected to adjust to this logic. Guised like this, MBIs may do more harm than good, obfuscating deeper transformation of self and society. We conclude by uniting with those who argue the need to embrace more authentic and holistic versions of mindfulness for individual and social transformation to occur.

show abstract

Section: Iatrogenic Effects Of Mindfulness 'In' Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mindfulness “in” Education as a Form of Iatrogenesis

Brito

Joseph

Sellman

2021

Journal of Transformative Education

View full text Add to dashboard Cite

show abstract

“…It would seem, therefore, as Ng (2016, p. 149) wisely suggests, 'we thus face a collective search for a more critically and civically oriented discourse of mindfulness'. One that does not hinder the helping of individuals with their wellbeing, but supplements it by a greater identification and acknowledgement of both the prevailing cultural logics and the current precarious socio-political conditions and effects (Ng, 2016). Without this discourse, there is a real danger of MBIs becoming nothing more than short-term commercialised self-help strategies, implemented into schools as a 'quiet-revolution' to provide a quick fix, or cure-all, while leaving the neoliberal agenda of performativity intact, as per the warnings of Ergas, (2013);…”

Section: Discussionmentioning

confidence: 99%

A Quiet Revolution? Reflecting on the Potentiality and Ethics of Mindfulness in a Junior School

Crawford

Joseph

Sellman

2020

British Journal of Educational Studies

View full text Add to dashboard Cite

This article examines the potentiality, acceptability and ethical considerations of a mindfulness-based intervention (MBI) for supporting pupils' mental well-being in a junior school. To date, research has predominantly focused on the psychological or behavioural benefits of MBIs rather than broader and more philosophical issues of implementation. The findings reported in this article are positioned alongside recent debates critiquing the neoliberal agenda of 'privatising' well-being and downplaying the role of the institution and its cultural context. The study synthesises the perspectives of pupils and teachers to provide more in-depth insights into the everyday realities of MBIs in educational contexts. The study highlights and critically examines the inherent ethical dilemmas of implementing MBIs in contexts that include vulnerable and conscripted audiences in particular. As such, this article argues the case for those individuals involved in developing, administering, and/or advocating MBIs to acknowledge these ethical dilemmas with greater transparency and integrity and consider the aims of MBIs in relation to their potential instrumental or holistic possibilities and processes of 'schoolification'.

show abstract

“…Walsh 2016). Dass die Rezeption Foucaults auch dazu dienen kann, nach Spielräumen der Freiheit zu suchen, sei mit dem Verweis auf Ng (2016) verdeutlicht, der die Analyse der Mikrophysik der Macht nutzt, um Raum zu schaffen für eine kritische »Mindfulness of Critique«. Hier ist auch Carvalho (2013) mit seiner Dissertation »Performing Meditation« zu nennen, der Foucaults Konzept der ›Technologien des Selbst‹ verwendet, um die abweichende Produktivität der konkreten ausgeübten Praktiken zu betonen (vgl.…”

Section: Teil I Grundlegungen 2 Forschungsstandunclassified

Achtsamkeit als kulturelle Praxis

Schmidt¹

2020

View full text Add to dashboard Cite

13 | Es sei hier auch auf den Artikel »Auf dem Weg in eine achtsame Gesellschaft« von Thea Boldt (2014) verwiesen. Dieser entpuppt sich jedoch eher als historische Hinführung und Beschreibung der Verbreitung des Buddhismus im Westen, als eine Bearbeitung der im Titel zu vermutenden Frage -nämlich nach der Verflechtung von Achtsamkeit und Gesellschaft -zu liefern. 1 | Im Folgenden werde ich von ›Selbstbegriff‹ sprechen, wenn es darum geht, die hier vorgeschlagene minimal-inhaltliche Konzeption des ersten Elements der Selbst-Welt-Modelle darzulegen. Die durch diese begriffliche Lupe erfassten inhaltlichen Füllungen bezeichne ich dann als Modellierungen des Selbst oder als Selbstmodelle.

show abstract

The Critique of Mindfulness and the Mindfulness of Critique: Paying Attention to the Politics of Our Selves with Foucault’s Analytic of Governmentality

Cited by 16 publications

References 21 publications

Mindfulness “in” Education as a Form of Iatrogenesis

Mindfulness “in” Education as a Form of Iatrogenesis

A Quiet Revolution? Reflecting on the Potentiality and Ethics of Mindfulness in a Junior School

Achtsamkeit als kulturelle Praxis

Contact Info

Product

Resources

About