This edited volume explores the role of arts and meditation within educational settings, and looks in particular at the preventive and developmental function of the arts in educational contexts through different theoretical perspectives.
Encompassing research from an array of disciplines including theatre, psychology, neuroscience, music, psychiatry, and mindfulness, the book draws insights relevant to a broad spectrum of interdisciplinary fields. Chapters are divided into thematic sections, each outlining praxes and emphasising how educating within and through the arts can provide tools for critical thinking, creativity and a sense of agency, consequently fulfilling the need of well-being and contributing towards human flourishing. Ultimately, the book focuses on the role the arts have played in our understanding of physical and mental health, and demonstrates the new-found significance of the discipline in the wake of the COVID-19 pandemic.
With its interdisciplinary and timely nature, this book will be essential reading for scholars, academics, and post-graduate researchers in the field of arts education, creative therapies, neuroscience, psychology, and mindfulness.
This edited volume explores the role of arts and meditation within educational settings, and looks in particular at the preventive and developmental function of the arts in educational contexts through different theoretical perspectives.
Arvustused
One of the many strengths of this edited volume is the diversity of perspectives and methodologies that are provided. The editors intentionally created dialogue between humanistic and scientific traditions throughout the book. Insights from quantitative and qualitative approaches are honored throughout the chapters, with some chapters even including poetry and the authors lived experiences alongside findings from recent peer-reviewed research. [ ] Overall, the edited volume provides an insightful, interdisciplinary lens for scholars and practitioners who are interested in beginning or expanding their work on using the arts and contemplative practices to support the well-being of students in their educational context.
Sarah E. Montgomery, PhD, is professor of education at Wartburg College in Waverly, Iowa. One of the many strengths of this edited volume is the diversity of perspectives and methodologies that are provided. The editors intentionally created dialogue between humanistic and scientific traditions throughout the book. Insights from quantitative and qualitative approaches are honored throughout the chapters, with some chapters even including poetry and the authors lived experiences alongside findings from recent peer-reviewed research. [ ] Overall, the edited volume provides an insightful, interdisciplinary lens for scholars and practitioners who are interested in beginning or expanding their work on using the arts and contemplative practices to support the well-being of students in their educational context.
Sarah E. Montgomery, PhD, is professor of education at Wartburg College in Waverly, Iowa.
Part 1: THE CREATIVE MIND
1. A dual model of mindfulness and flow,
shared neural substrates with a specific focus on individual sports
performance
2. Flow synchronization and shared emotions, towards
understanding collective flow experience
3. Creativity and health: artistic
experiences as wellbeing Part 2: THE SENSORIAL MIND
4. Music, mindfulness and
meditation A neuroscientific account
5. Music for Hedonia and Eudaimonia
During Pandemic Social Isolation
6. The impact of orchestral playing on
childrens lives
7. Health Care, Incarceration, and Arts-Based Practices Part
3: THE EMBODIED MIND
8. Visiting Death and Learning to Live Through Theatre
in Military Education
9. (Re)Centering the Body: Bodyography, Autonomy as
Pedagogy, and Human Flourishing
11. Exploring the use of a visual model: Are
we dancing together? Part 4: THE COLLECTIVE MIND 12 Literature for human
growth through our own lense
13. The Neuroscience of Ethics - Does Yoga,
Meditation, and Mindfulness Training Make you a Better Person?
14. Human
Rights and Ethics as a Spiritual Practice
15. Arts as aesthetic education:
understanding the challenges related to citizenship
Tatiana Chemi is Associate Professor of Educational Innovation, Department of Culture and Learning, Aalborg University, Denmark and Visiting Associate Professor, University of Chester, UK.
Elvira Brattico is Professor of Neuroscience, Department of Clinical Medicine, Aarhus University, Denmark.
Lone Overby Fjorback is Associate Professor of Medicine and Director of the Danish Center for Mindfulness, Department of Clinical Medicine, Aarhus University, Denmark.
László Harmat is Associate Professor of Psychology, Faculty of Life and Health Sciences, Department of Psychology, Linneaus University, Växjö Sweden.
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