Education for Sustainable Consumption through Mindfulness Training: Development of a Consumption-Specific Intervention

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Education for Sustainable Consumption through Mindfulness Training: Development of a Consumption-Specific Intervention. / Stanszus, Laura; Fischer, Daniel; Böhme, Tina et al.
In: Journal of Teacher Education for Sustainability, Vol. 19, No. 1, 27.06.2017, p. 5-21.

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@article{9068293eb2674d739c366956312bf221,
title = "Education for Sustainable Consumption through Mindfulness Training: Development of a Consumption-Specific Intervention",
abstract = "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{\textquoteright}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.",
keywords = "Sustainability education, Bildung f{\"u}r nachhaltigen Konsum, mindfulness-based stress reduction, mindfulness, ethics, sustainable consumption, values, intervention design, curriculum development, education for sustainable consumption",
author = "Laura Stanszus and Daniel Fischer and Tina B{\"o}hme and Pascal Frank and Jacomo Fritzsche and Sonja Geiger and Julia Harfensteller and Paul Grossman and Ulf Schrader",
note = "Publisher Copyright: {\textcopyright} 2017 by Laura Stanszus.",
year = "2017",
month = jun,
day = "27",
doi = "10.1515/jtes-2017-0001",
language = "English",
volume = "19",
pages = "5--21",
journal = "Journal of Teacher Education for Sustainability",
issn = "1691-4147",
publisher = "Walter de Gruyter GmbH",
number = "1",

}

RIS

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 -

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