Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education. / Frank, Pascal; Fischer, Daniel; Stanszus, Laura et al.
in: Journal of Environmental Education, Jahrgang 52, Nr. 6, 02.11.2021, S. 417-444.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{c8ce082f462448d7a82e0e8cffd11c8f,
title = "Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education",
abstract = "Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was undertaken applying a pluralistic qualitative methods approach. Our results draw an ambivalent picture. On the one hand, we found that mindfulness training can connect individuals with inner states and processes that are also relevant to their consumer behavior, thus providing valuable impulses for ESE. On the other hand, however, these generic learning outcomes do not easily translate to consumptive acts. One explanation for this is that mindfulness practice can sometimes serve as a self-confirmation process that reinforces prevailing values, expectations, and intentions. This indicates important challenges mindfulness practice poses in ESE.",
keywords = "ESE, MBSR, Mindfulness, pluralistic qualitative research, sustainable consumption, Sustainability sciences, Communication, Sustainability education",
author = "Pascal Frank and Daniel Fischer and Laura Stanszus and Paul Grossman and Ulf Schrader",
note = "Publisher Copyright: {\textcopyright} 2021 Taylor & Francis Group, LLC.",
year = "2021",
month = nov,
day = "2",
doi = "10.1080/00958964.2021.1966352",
language = "English",
volume = "52",
pages = "417--444",
journal = "Journal of Environmental Education",
issn = "0095-8964",
publisher = "Routledge Taylor & Francis Group",
number = "6",

}

RIS

TY - JOUR

T1 - Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education

AU - Frank, Pascal

AU - Fischer, Daniel

AU - Stanszus, Laura

AU - Grossman, Paul

AU - Schrader, Ulf

N1 - Publisher Copyright: © 2021 Taylor & Francis Group, LLC.

PY - 2021/11/2

Y1 - 2021/11/2

N2 - Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was undertaken applying a pluralistic qualitative methods approach. Our results draw an ambivalent picture. On the one hand, we found that mindfulness training can connect individuals with inner states and processes that are also relevant to their consumer behavior, thus providing valuable impulses for ESE. On the other hand, however, these generic learning outcomes do not easily translate to consumptive acts. One explanation for this is that mindfulness practice can sometimes serve as a self-confirmation process that reinforces prevailing values, expectations, and intentions. This indicates important challenges mindfulness practice poses in ESE.

AB - Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was undertaken applying a pluralistic qualitative methods approach. Our results draw an ambivalent picture. On the one hand, we found that mindfulness training can connect individuals with inner states and processes that are also relevant to their consumer behavior, thus providing valuable impulses for ESE. On the other hand, however, these generic learning outcomes do not easily translate to consumptive acts. One explanation for this is that mindfulness practice can sometimes serve as a self-confirmation process that reinforces prevailing values, expectations, and intentions. This indicates important challenges mindfulness practice poses in ESE.

KW - ESE

KW - MBSR

KW - Mindfulness

KW - pluralistic qualitative research

KW - sustainable consumption

KW - Sustainability sciences, Communication

KW - Sustainability education

UR - http://www.scopus.com/inward/record.url?scp=85114612492&partnerID=8YFLogxK

U2 - 10.1080/00958964.2021.1966352

DO - 10.1080/00958964.2021.1966352

M3 - Journal articles

AN - SCOPUS:85114612492

VL - 52

SP - 417

EP - 444

JO - Journal of Environmental Education

JF - Journal of Environmental Education

SN - 0095-8964

IS - 6

ER -

DOI