Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education
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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, Vol. 52, No. 6, 02.11.2021, p. 417-444.Research output: Journal contributions › Journal articles › Research › peer-review
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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 -