Articles producció científica> Psicologia

Spiritual competence, contemplative education and mindfulness in schools

  • Dades identificatives

    Identificador: imarina:9331438
    Autors:
    Luis Heredia SantaellaMargarita Torrente TornéPaloma Vicens
    Resum:
    Identification of the basic competencies needed to address the challenges that today’s society presents has always been central to educational research. Contemplative education is a recent field of research that is based on the development of spiritual competence in educational contexts. Its purpose is to promote useful social and personal skills to foster a more aware, harmonious and sustainable future society. This article outlines a conceptual approach to spirituality and spiritual competence based on the field of educational psychology, and describes their main components and their definition. Contemplative education is associated with a particular way of understanding the relationship between subject and object of knowledge. The scientific evidence available on the effectiveness of training programmes based on one of its most widespread secular manifestations (mindfulness) is critically reviewed, and the relationship between contemplative education and spiritual tradition is briefly addressed. Finally, the authors comment on some interesting aspects to consider for the design of future research.
  • Altres:

    Autor segons l'article: Luis Heredia Santaella; Margarita Torrente Torné; Paloma Vicens
    Departament: Psicologia
    Resum: Identification of the basic competencies needed to address the challenges that today’s society presents has always been central to educational research. Contemplative education is a recent field of research that is based on the development of spiritual competence in educational contexts. Its purpose is to promote useful social and personal skills to foster a more aware, harmonious and sustainable future society. This article outlines a conceptual approach to spirituality and spiritual competence based on the field of educational psychology, and describes their main components and their definition. Contemplative education is associated with a particular way of understanding the relationship between subject and object of knowledge. The scientific evidence available on the effectiveness of training programmes based on one of its most widespread secular manifestations (mindfulness) is critically reviewed, and the relationship between contemplative education and spiritual tradition is briefly addressed. Finally, the authors comment on some interesting aspects to consider for the design of future research.
    Àrees temàtiques: Psychology, multidisciplinary Psychology (miscellaneous) Psychology (all) Psicología General psychology Educação Ciencias sociales
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: luis.heredia@urv.cat paloma.vicens@urv.cat
    Identificador de l'autor: 0000-0001-9330-9418 0000-0003-0732-5070
    Data d'alta del registre: 2023-11-18
    Versió de l'article dipositat: info:eu-repo/semantics/acceptedVersion
    Enllaç font original: https://www.tandfonline.com/doi/abs/10.1080/02109395.2020.1794716
    Referència a l'article segons font original: Estudios De Psicologia. 41 (3): 467-489
    Referència de l'ítem segons les normes APA: Luis Heredia Santaella; Margarita Torrente Torné; Paloma Vicens (2020). Spiritual competence, contemplative education and mindfulness in schools. Estudios De Psicologia, 41(3), 467-489
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    DOI de l'article: 10.1080/02109395.2020.1794716
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2020
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Psicología educativa, Competencia interpersonal, Conciencia, Competencia social, Educación contemplativa
    Psychology, multidisciplinary
    Psychology (miscellaneous)
    Psychology (all)
    Psicología
    General psychology
    Educação
    Ciencias sociales
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