Mindfulness and Learning

Celebrating the Affective Dimension of Education

  • Terry Hyland

Part of the Lifelong Learning Book Series book series (LLLB, volume 17)

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Terry Hyland
    Pages 1-9
  3. Terry Hyland
    Pages 11-23
  4. Terry Hyland
    Pages 25-38
  5. Terry Hyland
    Pages 39-53
  6. Terry Hyland
    Pages 55-70
  7. Terry Hyland
    Pages 71-85
  8. Terry Hyland
    Pages 87-104
  9. Terry Hyland
    Pages 105-123
  10. Terry Hyland
    Pages 125-144
  11. Terry Hyland
    Pages 145-161
  12. Terry Hyland
    Pages 163-175
  13. Back Matter
    Pages 193-237

About this book


In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task.

In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function – the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, he advances a powerful argument for redressing this imbalance by enhancing the affective domain of learning.

Mindfulness and Learning: Celebrating the Affective Dimension of Education shows how the concept and practice of ‘mindfulness’ – non-judgmental, present moment awareness and experience – can enrich learning at all levels. Mindfulness thus contributes to the enhanced achievement of general educational goals, and helps remedy the gross deficiency of the affective/emotional aspects of contemporary theory and practice. 

The author outlines a mindfulness-based affective education (MBAE) programme and shows how it might be introduced into educational provision from the early years to adult education with a view to harmonising the cognitive-affective balance across the system.



Buddhist philosophy Buddhist tradition Ecclestone Hayes educational processes educational psychology educational theory emotional distress human emotions kabat-zinn learning learning programmes mindfulness mindfulness-based cognitive therapy nature of mindfulness philosophy of education post-compulsory education post-school learning spiritual education therapeutic turn therapy culture wellbeing western philosophy

Authors and affiliations

  • Terry Hyland
    • 1
  1. 1., School of Arts, Media and EducationUniversity of BoltonBoltonUnited Kingdom

Bibliographic information