Education for Sustainable Consumption through Mindfulness Training: Development of a Consumption-Specific Intervention
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Journal of Teacher Education for Sustainability, Jahrgang 19, Nr. 1, 27.06.2017, S. 5-21.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Education for Sustainable Consumption through Mindfulness Training
T2 - Development of a Consumption-Specific Intervention
AU - Stanszus, Laura
AU - Fischer, Daniel
AU - Böhme, Tina
AU - Frank, Pascal
AU - Fritzsche, Jacomo
AU - Geiger, Sonja
AU - Harfensteller, Julia
AU - Grossman, Paul
AU - Schrader, Ulf
N1 - Publisher Copyright: © 2017 by Laura Stanszus.
PY - 2017/6/27
Y1 - 2017/6/27
N2 - Several widespread approaches to Education for Sustainable Consumption (ESC) have emerged from the tradition of consumer information. A major shortcoming of such cognitive-focused approaches is their limited capacity to facilitate reflection on the affective processes underpinning people’s engagement with consumption. More holistic pedagogies are thus needed to increase the effectiveness of ESC. The concept of mindfulness has recently received growing attention in research on sustainable consumption, given its potential to address both cognitive and affective processes and to stimulate reflection on the drivers of often routinized consumption practices. Despite this recent interest, mindfulness has to date not been systematically connected to ESC. This paper provides a reflexive case study of the development of mindfulness-based intervention (MBI) specifically tailored to ESC (“BiNKA-training”). It elaborates the conceptual connections between mindfulness and ESC, offers insights into the process of adapting MBI to ESC and concludes with lessons learnt and an outlook on future work seeking to tap the potential of MBIs to form more holistic approaches to sustainability education.
AB - Several widespread approaches to Education for Sustainable Consumption (ESC) have emerged from the tradition of consumer information. A major shortcoming of such cognitive-focused approaches is their limited capacity to facilitate reflection on the affective processes underpinning people’s engagement with consumption. More holistic pedagogies are thus needed to increase the effectiveness of ESC. The concept of mindfulness has recently received growing attention in research on sustainable consumption, given its potential to address both cognitive and affective processes and to stimulate reflection on the drivers of often routinized consumption practices. Despite this recent interest, mindfulness has to date not been systematically connected to ESC. This paper provides a reflexive case study of the development of mindfulness-based intervention (MBI) specifically tailored to ESC (“BiNKA-training”). It elaborates the conceptual connections between mindfulness and ESC, offers insights into the process of adapting MBI to ESC and concludes with lessons learnt and an outlook on future work seeking to tap the potential of MBIs to form more holistic approaches to sustainability education.
KW - Sustainability education
KW - Bildung für nachhaltigen Konsum
KW - mindfulness-based stress reduction
KW - mindfulness
KW - ethics
KW - sustainable consumption
KW - values
KW - intervention design
KW - curriculum development
KW - education for sustainable consumption
UR - http://www.scopus.com/inward/record.url?scp=85021346412&partnerID=8YFLogxK
U2 - 10.1515/jtes-2017-0001
DO - 10.1515/jtes-2017-0001
M3 - Journal articles
VL - 19
SP - 5
EP - 21
JO - Journal of Teacher Education for Sustainability
JF - Journal of Teacher Education for Sustainability
SN - 1691-4147
IS - 1
ER -