Beyond the Educated Mind: Towards a Pedagogy of Mindfulness

Faced with increasing social and environmental disintegration worldwide, andmoreover, a seeming inability to respond adequately to the exigency, Iproblematize the intellectualist bias and resulting disembodiment in oureducational practice. I argue that this bias contributes to the problem at twolevels: lack of intrinsic valuing of the world; and inability to translate knowledgeinto action. I then propose the practice of mindfulness as a tool with which wecan recover our ability to value the world intrinsically and to embodyknowledge.