Resumen de Mindfulness y educación: ¿consumismo, tecnología o práctica transformadora?

Cornelio Águila Soto

• español

  En contraste con la actual tendencia a priorizar la función instrumentalista de la educación, estamos asistiendo al resurgimiento del interés por su función no cognitiva, la atención a la educación afectiva-emocional del alumnado, y la incorporación a la agenda educativa de rasgos no cognitivos que orienten la educación hacia el desarrollo personal y social. En este sentido, numerosas intervenciones basadas en mindfulness en el ámbito educativo han mostrado beneficios tanto al profesorado como al alumnado en las dimensiones cognitiva, emocional y social. Sin embargo, diversos autores han denunciado el uso de una práctica superficial de mindfulness orientada a fines instrumentales y pragmáticos que ignora sus fundamentos éticos y políticos, con el consecuente empobrecimiento de su potencial transformador. El objetivo de este artículo es analizar críticamente estos usos instrumentales de mindfulness respecto a su significado y fundamentos originales, como un proceso de adaptación a la cultura moderna (particularmente, su conversión en objeto de consumo y/o en una tecnología neoliberal), para, finalmente, realizar una propuesta que integra la atención plena en el sistema educativo como práctica transformadora, respetando su esencia y naturaleza ontológica a través de una educación hacia el desarrollo de la consciencia del ser humano.AbstractIn contrast to the current tendency to prioritize theinstrumentalistfunction of education, we are witnessing the resurgence of interest in its non-cognitive function, attention to the affective-emotional education of students, and the incorporation of non-cognitive traits into the educational agenda that guides education towards personal and social development. In this sense, numerous interventions based on mindfulness in the educational field have shown benefits both to teachers and students in the cognitive, emotional and social dimensions. However, various authors have denounced the use of a superficial practice of mindfulness oriented to instrumental and pragmatic ends that ignores its ethical and political foundations, with the consequent impoverishment of its transforming potential. The objective of this article is to criticallyanalysethese instrumental uses of mindfulness regarding its meaning and original foundations, as a process of adaptation to modern culture (particularly, its conversion into an object of consumption and/or a neoliberal technology),to finally, make a proposal that integrates mindfulness in the educational system as a transformative practice, respecting its essence and ontological nature through an education towards the development of the consciousness of the human being.

• English

  In contrast to the current tendency to prioritize the instrumentalist function of education, we are witnessing the resurgence of interest in its non-cognitive function, attention to the affective-emotional education of students, and the incorporation of non-cognitive traits into the educational agenda that guides education towards personal and social development. In this sense, numerous interventions based on mindfulness in the educational field have shown benefits both to teachers and students in the cognitive, emotional and social dimensions. However, various authors have denounced the use of a superficial practice of mindfulness oriented to instrumental and pragmatic ends that ignores its ethical and political foundations, with the consequent impoverishment of its transforming potential. The objective of this article is to critically analyse these instrumental uses of mindfulness regarding its meaning and original foundations, as a process of adaptation to modern culture (particularly, its conversion into an object of consumption and/or a neoliberal technology), to finally, make a proposal that integrates mindfulness in the educational system as a transformative practice, respecting its essence and ontological nature through an education towards the development of the consciousness of the human being