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Journal articles on the topic 'Mindful Reflection'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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1

Beekum, Servaas Van. "Mindfulness and Leadership: A Critical Reflection." Business and Management Studies 2, no. 1 (2015): 44. http://dx.doi.org/10.11114/bms.v2i1.1190.

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This paper critically highlights the history and the current use of the concept of mindfulness, from its Buddhist roots via medical application and organizational consulting into its application as a management tool. The paper puts the concept of mindfulness in its historical context, mentions some of the controversies the ‘brand of mindfulness’ has stirred and prefers the term ‘being mindful’ over ‘mindfulness’. However, as Stolarov (1992) argued: the mind in isolation is a myth. The mind itself is social and relational in such a way that the intrapsychic inner world is directly related to th

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Peckett, Helen, Tamsin Arnold, Monika Urbanek, and Helene Miles. "Reflections on facilitating a new mindfulness/ACT- based group for parents of children with intellectual disabilities." Clinical Psychology Forum 1, no. 291 (2017): 15–19. http://dx.doi.org/10.53841/bpscpf.2017.1.291.15.

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Reflections on facilitating an ACT/mindfulness based group for parents of children who have developmental disabilities are presented. These focus on a shared process, a deepened personal practice for facilitators, enhanced mindful reflection and changes to clinical practice.

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Mangion, Margaret. "Looking back on Online data Collection Through Mindful Reflection." Electronic Journal of Business Research Methods 20, no. 3 (2022): 111–21. http://dx.doi.org/10.34190/ejbrm.20.3.2930.

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Reflections emerging from what was learned from conducting online research by using an online survey administered to primary school pupils during the Covid-19 pandemic are presented in this paper. First, a brief review of relevant literature is outlined. Secondly, the advantages and limitations of conducting online research are addressed. An overview of the research process employed including the sample, measures used and procedures employed for ethics clearance are how online research was made possible during a pandemic was explored. The main challenges were: (a) parental engagement and the s

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Ellis, Gary D., Andrew Lacanienta, William F. Zanolini, Darlene Locke, and Jingxian Jiang. "Mindful Learning Experiences Through Structured Reflections During a Youth Travel-Abroad Program." Journal of Youth Development 15, no. 5 (2020): 172–85. http://dx.doi.org/10.5195/jyd.2019.797.

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Mindfulness is an actively engaged state of mind when an individual is attuned to their surrounding multi-sensory elements. Mindful learning experiences during youth programs may enhance learning and the overall quality of experiences. We developed, executed, and evaluated an end-of-day structured mindfulness experience during a 4-H travel camp. In this paper we summarize the program and its outcomes and share details we believe will assist other youth professionals who may want to build structured mindfulness experiences into their own programs. Through the 4-H Global Travelers program, 20 yo

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Pearson, Mark. "Student perceptions of mindful reflection as a media law teaching tool." Australian Journalism Review 45, no. 2 (2023): 201–15. http://dx.doi.org/10.1386/ajr_00132_1.

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Graduates’ failure to pause, reflect and draw on their learning to predict the legal consequences of their publishing can result in fines, damages and even jail terms. This article reports upon a survey of more than one hundred media law students in courses at an Australian university over two years where mindfulness-based cognitive reflections were used as a teaching tool. The author and colleague developed a conceptual map to explain the potentialities of mindfulness-based meditation in journalism education. In this action research project, mindfulness-based reflections were offered regularl

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Harant, Martin, and Anja Nold. "Lehrer_innenprofessionalität und Achtsamkeit." Vierteljahrsschrift für wissenschaftliche Pädagogik 99, no. 3 (2023): 390–408. http://dx.doi.org/10.30965/25890581-09703107.

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Abstract Teacher Professionalism and Mindfulness. Theory and Practice Reflection from the Perspective of Mindful Education In the article, we discuss the question how basic concerns of mindful education can be theoretically and systematically addressed in the context of teacher professionalism and how they can be applied in an exemplary case work on gender issues to make a concrete contribution to the professionalization of teachers in that regard.

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Bordunos, A. K., M. P. Miletich, and N. V. Volkova. "Mindful Learning: Principles and Prospect of Use in Higher Education." Psychological Science and Education 29, no. 4 (2024): 16–30. http://dx.doi.org/10.17759/pse.2024290402.

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<p>The article provides an overview of the principles of mindful learning in the context of higher education. Mindful learning is an approach in which students and teachers tune their attention to increasing value and awareness of what is happening in the surrounding context, to their experience and reflection about it. The relevance of the research is related to the interest in the effects associated with mindful learning: positive impact on psychological well-being, development of socio-emotional skills, as well as increasing intrinsic motivation, improving attentiveness and concentrat

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Dray, Barbara J., and Debora Basler Wisneski. "Mindful Reflection as a Process for Developing Culturally Responsive Practices." TEACHING Exceptional Children 44, no. 1 (2011): 28–36. http://dx.doi.org/10.1177/004005991104400104.

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Muchyi, Adisty Sheyra, Nurlaela Hamidah, Riyanda Utari,, Achmad Farin, Irianti Usman, and Azwar Ghozin. "Pelatihan “Asah Asih Asuh” untuk Meningkatkan Keterampilan Mindful Parenting pada Guru-Guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung." Transformasi Manageria: Journal of Islamic Education Management 3, no. 2 (2022): 352–63. http://dx.doi.org/10.47467/manageria.v3i2.2480.

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This training aims to improve the mindful parenting skills of 'Aisyiyah Busthanul Athfal (ABA) Kindergarten teachers in the 'Aisyiyah Regional Leadership (PDA) Bandung Regency. The Asah, Asih, Asuh training program related to Mindful Parenting in teaching consists of five sessions, including Lecturing, Role Plays, FGD, Reflection, and Skill Review sessions. These changes can be seen from the results of the Pre-Test and Post-Test which were held at the beginning of the training and at the end of the training, which aims to see how far the changes have occurred after participating in the Asah, A

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Muchyi, Adisty Sheyra, Nurlaela Hamidah, Riyanda Utari,, Achmad Farin, Irianti Usman, and Azwar Ghozin. "Pelatihan “Asah Asih Asuh” untuk Meningkatkan Keterampilan Mindful Parenting pada Guru-Guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung." Transformasi Manageria: Journal of Islamic Education Management 3, no. 1 (2022): 352–63. http://dx.doi.org/10.47467/manageria.v3i1.2480.

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This training aims to improve the mindful parenting skills of 'Aisyiyah Busthanul Athfal (ABA) Kindergarten teachers in the 'Aisyiyah Regional Leadership (PDA) Bandung Regency. The Asah, Asih, Asuh training program related to Mindful Parenting in teaching consists of five sessions, including Lecturing, Role Plays, FGD, Reflection, and Skill Review sessions. These changes can be seen from the results of the Pre-Test and Post-Test which were held at the beginning of the training and at the end of the training, which aims to see how far the changes have occurred after participating in the Asah, A

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Marczak, Mariusz. "Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition." Annales Universitatis Mariae Curie-Skłodowska, sectio FF – Philologiae 41, no. 2 (2023): 195–216. http://dx.doi.org/10.17951/ff.2023.41.2.195-216.

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Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultura

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Helding, Lynn. "A Birthday Reflection on the History of NATS." Journal of Singing 80, no. 4 (2024): 381–85. http://dx.doi.org/10.53830/sing.00020.

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Abstract: The official birthday year of the National Association of Teachers of Singing (NATS) is celebrated as 1944. The author discusses research about the beginnings of NATS some forty years earlier, as well as possible reasons for the hiatus between the early 1900s and NATS’ official birthday, including the heated debate about compulsory examinations that divided members at that time, led by two prominent pedagogues on opposite sides of the divide, Englishman Herman Klein and American Herbert Wilber Greene. Additionally, two new positions are announced: co-editor of the “Mindful Voice” col

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Lubis, M. Syukri Azwar, Karim Karim, Arman Kalean, Arfiani Yulianti Fiyul, and Nur Latifah. "Exploring Mindful Teaching Practices: Strategies for Enhancing Early Childhood Education." Global International Journal of Innovative Research 2, no. 8 (2024): 1913–22. http://dx.doi.org/10.59613/global.v2i8.273.

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Mindful teaching practices have gained increasing attention as effective strategies for enhancing early childhood education. This article explores the integration of mindfulness into teaching methods, focusing on how these practices can improve both educators' and young learners' experiences. Mindfulness in education involves bringing present-moment awareness to the teaching and learning process, which can help educators manage stress, increase emotional regulation, and create a more nurturing learning environment. The article discusses various strategies for implementing mindful teaching prac

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Lorenz, Stefan. "The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being." Journal of Mental Health 18, no. 2 (2009): 178–79. http://dx.doi.org/10.1080/09638230802523096.

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Chapman, Laura Roche. "Contemplative Pedagogy: Creating Mindful Educators and Classrooms." Perspectives of the ASHA Special Interest Groups 6, no. 6 (2021): 1540–53. http://dx.doi.org/10.1044/2021_persp-21-00065.

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Purpose: This tutorial introduces communication sciences and disorders (CSD) educators to contemplative pedagogy (sometimes called mindfulness in the classroom). While contemplative pedagogy has considerable overlap with evidence-based teaching and learning, and aligns with values in the CSD discipline, there are few published reports investigating the role of contemplative pedagogy in CSD education. This tutorial outlines the potential benefits of contemplative pedagogy to CSD education and offers suggestions on how to create mindful educators and classrooms. Specific contemplative practices

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Hartley, Kendall, Lisa D. Bendixen, Emily Shreve, and Dan Gianoutsos. "Smartphone Usage and Studying: Investigating Relationships between Type of Use and Self-Regulatory Skills." Multimodal Technologies and Interaction 6, no. 6 (2022): 44. http://dx.doi.org/10.3390/mti6060044.

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The purpose of this study is to investigate the relationships between self-regulated learning skills and smartphone usage in relation to studying. It is unclear whether poor learning habits related to smartphone usage are unique traits or a reflection of existing self-regulated learning skills. The self-regulatory skills (a) regulation, (b) knowledge, and (c) management of cognition were measured and compared to the smartphone practices (a) multitasking, (b) avoiding distractions, and (c) mindful use. First-year undergraduates (n = 227) completed an online survey of self-regulatory skills and

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Del Bianco, Noemi, and Sacha Grocholewska-Iwanejko. "Inclusive arts: Meanings and practices." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2019): 281–311. http://dx.doi.org/10.3280/ess1-2019oa7890.

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The reflection on special pedagogy that deals with the use of art as means of development of the educational potential, moves our interest toward art forms that are new in the pedagogical field. The aim of this study is to explore how new forms of educational activities can be expressed and shaped in inclusive contexts between arts and mindful practice.

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Taggart, Geoff. "“We Shall Not Cease from Exploration”." Journal of Perspectives in Applied Academic Practice 6, no. 3 (2018): 97–99. http://dx.doi.org/10.14297/jpaap.v6i3.372.

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This ‘on the horizon’ piece outlines a mindful journaling activity which expresses the principles of contemplative pedagogy, making use of the hall which is used for university graduations. The space and time given to reflection was adventitious and unusual but, embedded more deeply in practice, could be a key feature of a compassionate university. The process of organising and leading the activity is described and evaluated.

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van Seggelen-Damen, Inge C. M., Sanne C. T. Peeters, and Nele Jacobs. "Being mindful and resilient: The role of self-reflection, rumination, and well-being." Psychology of Consciousness: Theory, Research, and Practice 10, no. 2 (2023): 193–203. http://dx.doi.org/10.1037/cns0000338.

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Mills, Maura J., Christopher S. Reina, and Dana McDaniel Sumpter. "Bringing our humanness to the workplace: Fostering reflection and reflexivity via mindful relating." Industrial and Organizational Psychology 16, no. 1 (2023): 105–7. http://dx.doi.org/10.1017/iop.2022.104.

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Chatwal, Monica Sheila, Christine Vinci, Richard R. Reich, Marc McDowell, Angela Reagan, and Jhanelle Elaine Gray. "Mindful fellows: Study results from a pilot wellness curriculum in hematology oncology." Journal of Clinical Oncology 37, no. 15_suppl (2019): 10508. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10508.

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10508 Background: Rates of physician burnout, depression, and career dissatisfaction are rising. It is imperative to develop solutions. Studies find mindfulness is an effective therapeutic means for physician burnout, but few programs address this in clinical trainees, specifically hematology oncology fellows. The aims of this pilot study were to determine the feasibility and acceptability of a mindfulness-based wellness curriculum. To our knowledge, this is the first study assessing this type of intervention in this population. Methods: In this single center, nonrandomized study, six monthly

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Feriyanto, F., and Deka Anjariyah. "Deep Learning Approach Through Meaningful, Mindful, and Joyful Learning: A Library Research." Electronic Journal of Education, Social Economics and Technology 5, no. 2 (2024): 208–12. https://doi.org/10.33122/ejeset.v5i2.321.

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In modern education, fostering effective learning strategies is essential to improve educational outcomes. This study explores the integration of Meaningful Learning, Mindful Learning, and Joyful Learning within the Deep Learning approach, aiming to enhance student engagement and comprehension. Meaningful Learning connects new knowledge with prior understanding, Mindful Learning emphasizes full attention and reflection, and Joyful Learning creates an enjoyable and motivating environment. Using a library research method, this study analyzed data from journal articles, books, and prior studies p

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Komatsu, Glen Isamu. "Team Well-being and Resilience Practices in Hospice and Palliative Care." International Journal of Whole Person Care 7, no. 1 (2020): 33. http://dx.doi.org/10.26443/ijwpc.v7i1.226.

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High functioning, resilient teams do not happen by chance. Teams, similar to individuals, need to be educated, nurtured and formed over time, by a consistent vision and process. With proper team formation, the compassionate care of patients, families and colleagues can be developed, modeled and reinforced. Self-compassion is another focus to help caregivers cope with the stresses of the work and mitigate against burnout. The primary intervention which will be discussed is a regularly scheduled reflection process, e.g. 30 minutes weekly or 90 minutes monthly, with a pediatric hospice team, an i

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Van Hilten, Roderick, and Marlou De Kuiper. "A workshop on the short-term effects of Mindful Caretaking by Healthcare Professionals on Wellbeing and Patients under their care." International Journal of Integrated Care 25 (April 9, 2025): 76. https://doi.org/10.5334/ijic.icic24356.

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Introduction: Mindfulness is defined as on purpose moment-to-moment non-judgmental awareness (Jon Kabat-Zinn, 2014). In the current time of shortage of healthcare professionals, high work pressure and more demanding patients, the use of mindful caretaking can be relevant for stress prevention and improving well-being for the healthcare professionals and patients under their care. Evidenced Based Practice: In healthcare, mindfulness is used as a proven method in the traditional psychological intervention for depression, pain, anxiety, and addictions (Goldberg et al., 2018). Goldberg et al (2018

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Obja-an, John Roger A. "Mindful Music Instruction as a Strategy for Music Listening." Journal of Health Research and Society 3, no. 2 (2025): 16–26. https://doi.org/10.34002/jhrs.v3i2.56.

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The purpose of the study was to describe how mindful music instruction strategy helps in the assessment of music listening skills and how it makes the students understand and appreciate western classical music. Mindful music instruction is a concept as described by Anderson (2016) and Langer (2016) where constructs of mindfulness can be done thru direct instruction to the listener. Creative Music Listening Response by Kratus (2017) was used to describe successful music responses. Quantitative and qualitative descriptive research methods were used. The study was implemented to nineteen (n=19) a

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Achiam, Marianne, J. F. H. Kupper, and Joseph Roche. "Inclusion, reflection and co-creation: responsible science communication across the globe." Journal of Science Communication 21, no. 04 (2022): E. http://dx.doi.org/10.22323/2.21040501.

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Science communication is at the heart of many of the challenges our societies face today. At the same time, on-going changes in the relationship between science and society and the digitalisation of society can make science communication itself into a complex challenge. How can science communication adapt to an ever-changing landscape and take on new roles? In this issue we explore the potential of ‘responsible science communication’ to support and develop meaningful, open and trustworthy relationships between science and society. We present a selection of papers that review three crucial dime

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Whipps, Judy D. "Ethical Obligations of Thinking in Dark Times: A Deweyan Reading of Hannah Arendt." Contemporary Pragmatism 16, no. 2-3 (2019): 201–16. http://dx.doi.org/10.1163/18758185-01602004.

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The current global wave of nationalism threatens the process of shared critical reflection, driving many of us back to reading Hannah Arendt. These “dark times” are especially challenging from a Deweyan pragmatist perspective because critical and cooperative inquiry requires a free community of thinkers. Having lived in a near-fascist religious group for fifteen years, this essay brings personal experiences to the questions of how we think as well as create spaces for diverse yet shared realities to think and act in freedom. Drawing on Arendt as well as Dewey, Addams, and Minnich, this essay e

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Crowder, Rachel. "A Mindful Community of Praxis Model for Wellbeing in the Academy." Journal of Educational Thought / Revue de la Pensée Educative 50, no. 2 & 3 (2018): 216–31. http://dx.doi.org/10.55016/ojs/jet.v50i2-3.44323.

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The reality of high levels of stress in the Canadian academy and elsewhere are pervasive and problematic. In response, increasing numbers of academic institutions are turning to mindfulness-based interventions to encourage self-care. However, such individualist approaches based on a neoliberal model of self-care do not address the faculty isolation, lack of time, and casualization of the labour force that studies cite as some probable causes for damaging levels of overwork and stress. I provide a critical reflection on the weaknesses of individualist versions of mindfulness programming to addr

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Mantzios, Michail, and Helen Egan. "An experiential reflection of a mindful lecturer: exploring enhancement of active learning in higher education." Higher Education Pedagogies 4, no. 1 (2019): 304–6. http://dx.doi.org/10.1080/23752696.2019.1629826.

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Filo, Gabor. "The Mindful Brain, Reflection and Attunement in the Cultivation of Well-Beingby D. J. Siegel." American Journal of Clinical Hypnosis 56, no. 2 (2013): 194–96. http://dx.doi.org/10.1080/00029157.2013.772433.

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Knox, Jean. "The Mindful Brain. Reflection and Attunement in the Cultivation of Wellbeing by Siegel, Daniel J." Journal of Analytical Psychology 54, no. 2 (2009): 284–85. http://dx.doi.org/10.1111/j.1468-5922.2009.01775_3.x.

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Harvey, Marina, Greg Walkerden, Anne-Louise Semple, Kath McLachlan, Kate Lloyd, and Michaela Baker. "A song and a dance: Being inclusive and creative in practicing and documenting reflection for learning." Journal of University Teaching and Learning Practice 13, no. 2 (2016): 28–45. http://dx.doi.org/10.53761/1.13.2.3.

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As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work-Integrated Learning field for the ways it helps students make se

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Souza, Willian. "The Importance of Epistemological Reflection in the Pedagogical Act: Pedagogical Paradigms in Light of the UNESCO Report on the Futures of Education." Cadernos de Educação, Tecnologia e Sociedade 17, no. 2 (2024): 538–49. http://dx.doi.org/10.14571/brajets.v17.n2.538-549.

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In this essay, the importance of epistemological reflection in the educational context is emphasized in light of the 2022 report from the International Commission on the Futures of Education (CIFE) by UNESCO. I argue that teachers play a crucial role in students' skill development, highlighting Trindade & Cosme's (2016) pedagogical paradigms as fundamental for understanding and implementing the report's recommendations. Additionally, the essay addresses possible epistemological misconceptions in contemporary educational trends, such as post-critical curriculum theories and methodological i

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Xu, Xiaohong, Lixin Jiang, Phan Y. Hong, and Maree Roche. "Will mindful employees benefit from positive work reflection triggered by transformational leadership? A two-study examination." International Journal of Stress Management 28, no. 1 (2021): 61–73. http://dx.doi.org/10.1037/str0000222.

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Sujinem. "Understanding the Implementation of Deep Learning Approach in English Teaching for SMA." Revorma: Jurnal Pendidikan dan Pemikiran 5, no. 1 (2025): 54–70. https://doi.org/10.62825/revorma.v5i1.130.

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Deep learning focuses on active engagement, critical analysis, and meaningful application of knowledge, moving beyond surface-level memorization to cultivate a deeper understanding of the language. Integrating mindful, meaningful, and joyful learning enhances this approach: Mindful Learning fosters self-awareness and reflection, helping students develop a deeper connection to their learning process. Meaningful Learning links language skills to real-world applications, ensuring relevance and practicality. Joyful Learning increases motivation and confidence through engaging, interactive, and enj

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Elias, Heléna, and Francesca De Luca. "Atlas: Matrix." GIS - Gesto, Imagem e Som - Revista de Antropologia 4, no. 1 (2019): 73–93. http://dx.doi.org/10.11606/issn.2525-3123.gis.2019.152838.

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This short, experimental piece, represents one possible way to describe the site-specific installation ATLAS: MATRIX in the Tropical Garden of Belém in Lisbon, Portugal. The text is the narrative of a mindful collaboration, one where the act of collaborating - intentional but not overly planned - resulted in an open-ended installation/dispositive that called for ulterior collaboration, enabling the spectators to play with the elements while generating, at the same time, a reflection around the collaborative endeavour itself. An introductory story in the form of a diary is followed by DIY guide

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Syarifuddin, Nurmiati, Rohaiza Rokis, and Engku Ahmad Zaki Engku Alwi Al Aydarus. "Reflecting Al-Hima on “Kinship Mindfulness” Within The Ammatoan’s Indigenous Kinship System for The Nature Sustainability Through Life Simplicity." ‘Abqari Journal 22, no. 1 (2020): 35–50. http://dx.doi.org/10.33102/abqari.vol22no1.278.

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This article studies exceptional indigenous-spiritual affections for ecological preservation through practicing a simple life. The main initiative of this study is to understand nature preservation practices of two communities of diverse continents – the Ammatoans and Arabs. The article is not designed to compare both, but a mere effort to link the indigenous-spiritual practices in respecting nature for ensuring sustainable resources on earth today through nature preservation i.e. forest, pasture and alike. The Arabs’ concept of “al-Hima” is a reflection of the Ammatoans’ “kinship mindfulness”

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Grace Andal, Aireen, and Shuang Wu. "Doctoral Journey During Covid-19: Reflections From a Collaborative Autoethnography." International Journal of Doctoral Studies 16 (2021): 633–56. http://dx.doi.org/10.28945/4871.

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Aim/Purpose: This paper identifies and examines cross-cutting experiences from the perspective of two doctoral students, whose research was affected by the coronavirus pandemic (COVID-19). Background: The COVID-19 pandemic continues to be challenging for higher education scholars in terms of proceeding with their research and how the pandemic sets the scene for changes in higher education’s future. Due to increased anxiety levels because of uncertainties, the paper provides a reflection of doctoral experiences from two students – one in Russia at the data collection stage, and one in China (en

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Kemper, Kathi J. "Brief Online Mindfulness Training." Journal of Evidence-Based Complementary & Alternative Medicine 22, no. 1 (2016): 75–80. http://dx.doi.org/10.1177/2156587216639199.

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Background. Online training is feasible, but the impact of brief mindfulness training on health professionals needs to be better understood. Methods. We analyzed data from health professionals and trainees who completed self-reflection exercises embedded in online mindfulness training between May 2014 and September, 2015; their changes in mindfulness were measured using standardized scales. Results. Participants included nurses (34%), physicians (24%), social workers and psychologists (10%), dietitians (8%), and others (25%); 85% were women, and 20% were trainees. The most popular module was I

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Ročāne, Maija, and Alīda Samuseviča. "DEVELOPING A CULTURE OF MINDFUL LEARNING: CHALLENGES, BENEFITS, AND OPPORTUNITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (July 3, 2023): 644–54. http://dx.doi.org/10.17770/sie2023vol1.7111.

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Learning is an individual process for each student. People can be aware of own learning or do not think about it at all in the diverse situations of life. However, in the pedagogical reality, the awareness of students' learning is essential as it contributes to self-regulation of behaviour and self-reflection of actions, striving towards continuous self-development. It is important to be aware of oneself mentally and physically, understanding and accepting own thoughts or feelings. The integration of all areas of personal development becomes relevant, as changes in one area are linked to chang

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Nidhi Srivastava. "Mindful Innovations: Exploring Employee Mindfulness, Risk Attitude, and Participation in Sustainable Practices." Journal of Information Systems Engineering and Management 10, no. 8s (2025): 598–614. https://doi.org/10.52783/jisem.v10i8s.1115.

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Introduction: In the face of mounting environmental challenges, organizations increasingly recognize the importance of employee engagement in driving sustainability initiatives. Employee mindfulness has emerged as a key factor influencing risk attitudes and participation, thereby fostering sustainable innovation and enhancing organizational performance. Objectives: This study aims to investigate the role of employee mindfulness in promoting sustainable innovation. Specifically, it examines how mindfulness influences risk-taking attitudes and participation in sustainability efforts, contributin

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Zhang, Jianmin. "On the Presentation of Artistic Conception in Ancient Chinese Ink Painting." Korean Journal of Art History 314 (June 30, 2022): 135–56. http://dx.doi.org/10.31065/kjah.314.202206.005.

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As an integral part of the Chinese tradition, ancient Chinese ink culture has its own independent framework. The ink painting has its ideological foundation upon this ink culture, and its way of thinking echoes with the typical Eastern holistic worldview, presenting unique artistic conception and affection with ink image, which bears ancient Chinese people’s comprehension and reflection of the order of nature, the truth of life and the charm of culture. The view of drawing form for ancient ink painting is based on the visual experience of “traveling sight”, “mindful acknowledging” and location

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Wilkinson, Mark. "Person Centred Care in Neurological Rehabilitation: A Case Study and Critical Reflection." American Journal of Nursing Science 13, no. 3 (2024): 56–63. http://dx.doi.org/10.11648/j.ajns.20241303.12.

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Healthcare systems and organizations consider maintaining and improving the quality of their service provisions whilst also being mindful of strategies to mitigate identified gaps in their clinical services. One such approach that has found favour among healthcare teams and institutions is that of person centered care. Person centered care places emphasis on situating the individual at the core of the decision-making process, identifying, and illuminating what is of greatest importance to the concerned person. The approach fosters a belief in equal and collaborative goal setting between the pe

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Wong, Kit Ping, Siu Yan Frances Leung, and Lai Yin Galie Chow. "Navigating Resilience: Developing The MAP Framework for Supporting Children Through Familial Adversity in Hong Kong." Creative Arts in Education and Therapy 10, no. 1 (2024): 141–55. http://dx.doi.org/10.15212/caet/2024/10/7.

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Formulating interventions when working with children from a wide age range who have experienced familial adversity with diverse developmental needs present significant challenges that warrant investigation. The MAP framework, which was established by a support service in Hong Kong, encompasses guidelines for both therapeutic goals and strategies to facilitate focus and clarity in the therapeutic work based on literature review, critical reflection, and feedback from participants. As therapeutic goals, M stands for mindful awareness and management of emotions, A denotes attachment building, and

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Duterte, Junard P. "Systematic Literature Review on Adaptation of Infographic and Acceptance Factors <journal_article publication_type='full_text'> <titles> <title>Rise of Organizational Spirituality in the New Normal: A Phenomenology through the Lens of HEI Leaders." International Journal of Research and Innovation in Social Science VIII, no. VIII (2024): 4184–90. http://dx.doi.org/10.47772/ijriss.2024.8080317.

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This study explored the lived experiences of college leaders at Davao del Norte State College (DNSC) regarding organizational spirituality in the new normal. Using a phenomenological approach, five participants were selected through purposive sampling, and their responses were gathered through in-depth interviews and focus group discussions. The data, analyzed using the modified Stevick-Colaizzi-Keen method, revealed four key themes: alignment of personal and institutional values, self-care and spiritual practices, fostering a supportive and harmonious environment, and reflection and mindful l

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Lazzari, C., and I. Masiello. "Ecological momentary assessment and physiological self-evaluation improve mindfulness of stress-related events during interprofessional training. Meta-analysis of a pilot study." European Psychiatry 41, S1 (2017): s897. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1829.

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IntroductionSelf-reflective learning improves interprofessional education (IPE).ObjectivesPromoting ecological momentary assessment (EMA) of IPE via an online app. This shall allow contextual recording of students’ heart rate during and after pivotal moments of their training, thus improving mindfulness of stressful events (MSE).AimsTo make health care students mindful of the effect of their anxiety about learning, patient safety and performance.MethodsThirty-two undergraduate students contextually recorded their heart rate with a pulse-oximeter before and after each learning moment: discussio

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Mohring, Katharina, and Nina Brendel. "Producing virtual reality (VR) field trips – a concept for a sense-based and mindful geographic education." Geographica Helvetica 76, no. 3 (2021): 369–80. http://dx.doi.org/10.5194/gh-76-369-2021.

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Abstract. Virtual reality (VR) enables users to have an alternate reality experience. The virtual world surrounds users and can be perceived atmospherically. However, VR triggers human perception with far-reaching consequences. VR worlds are hardly questioned by the consumers. The effects of virtual experiences could have a lasting impact on learning or acting. Therefore, it is necessary to reflect on the use of VR in educational contexts. In our research and teaching project students produced VR field trips on topics of urban society–environment research. Based on the project findings we expl

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Mantzios, Michail, and Kyriaki Giannou. "A Real-World Application of Short Mindfulness-Based Practices: A Review and Reflection of the Literature and a Practical Proposition for an Effortless Mindful Lifestyle." American Journal of Lifestyle Medicine 13, no. 6 (2018): 520–25. http://dx.doi.org/10.1177/1559827618772036.

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Mindfulness has become known to the Western world through mindfulness programs that entail different formal and informal mindfulness practices. To enable initiation and commitment to a practice of mindfulness and to enhance the intrinsic motivation to follow and commit to a more demanding mindfulness program and facilitate a lifestyle adaptation, we argue that associating 1 short, accessible, and easy to use mindfulness practice with implementation intentions and habit formation may be the best way forward for novices in meditation and mindfulness. We trust that other theories and findings fro

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Plante, Thomas G. "Psychotherapeutic Strategies to Cope with the Dark Side of Religious Engagement." Integratus 3, no. 2 (2025): 105–15. https://doi.org/10.1521/intg.2025.3.2.105.

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Although spiritual and religious engagement that includes beliefs, practices, and community involvement has been found to offer numerous physical and mental health benefits, it can also be associated with problematic and dysfunctional perspectives and behaviors. Tragically, many people suffer from obsessive scrupulosity, guilt, anxiety, and depression, as well as discrimination, racism, and violence associated with their religious traditions and engagement or those of others. Mental health professionals must be mindful of both the upsides and the downsides of religiosity and find a way to secu

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Vecchio, Dr Luke Del, Associate Professor Pauletta Irwin, and Associate Professor Rosanne Coutts. "ENHANCING REFLECTIVE CAPACITIES IN EXERCISE PHYSIOLOGY: BRIDGING EDUCATION AND LIFELONG PROFESSIONAL LEARNING." Journal of Clinical Exercise Physiology 13, s2 (2024): 499. http://dx.doi.org/10.31189/2165-7629-13-s2.499.

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INTRODUCTION & OBJECTIVES Essential to both students and experienced exercise physiology practitioners, reflective practice is a cornerstone of lifelong learning and improved client care. In clinical settings reflection, characterised by awareness, is the critical analysis of experience and requires integration into higher education curriculum. METHODOLOGY Final-year exercise physiology students (N = 21) and 5 clinical exercise physiology supervisors completed a reflective practice learning activity. The stepped process of SPROUT was utilised, via classroom teaching and 14 weeks of clinica

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