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Rethinking the Concept of Mindfulness: A Neo‐Confucian Approach
Journal of Philosophy of Education 53 (2):359-373 (2019)
Abstract
Journal of Philosophy of Education, EarlyView.DOI
10.1111/1467-9752.12343
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2019-04-18
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Citations of this work
Beyond high-stakes exam: A neo-Confucian educational programme and its contemporary implications.Charlene Tan - 2019 - Educational Philosophy and Theory 52 (2):137-148.
Confucius and Langerian mindfulness.Charlene Tan - 2021 - Educational Philosophy and Theory 53 (9):931-940.
An Empirical Argument for Mencius’ Theory of Human Nature.Ilari Mäkelä - 2022 - Dao: A Journal of Comparative Philosophy 21 (2):235-259.
The Uncanny Challenge of Self-Cultivation in the Anthropocene.Jan Varpanen, Antti Saari, Katri Jurvakainen & Johanna Kallio - 2022 - Studies in Philosophy and Education 41 (3):345-362.
References found in this work
Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction.Aislinn O'Donnell - 2015 - Journal of Philosophy of Education 49 (2):187-202.
Mindfulness and the Therapeutic Function of Education.Terry Hyland - 2009 - Journal of Philosophy of Education 43 (1):119-131.
The Deeper Teachings of Mindfulness‐Based ‘Interventions’ as a Reconstruction of ‘Education’.Oren Ergas - 2015 - Journal of Philosophy of Education 49 (2):203-220.
On the Contemporary Applications of Mindfulness: Some Implications for Education.Terry Hyland - 2015 - Journal of Philosophy of Education 49 (2):170-186.
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