In this paper I explore conceptions of the embodied mind or heart-mind in three major global traditions: the Chinese (Confucian and Daoist) teachings on inner cultivation, especially the integration of hot and cold cognition (Slingerland 2014); the idea of sophrosyne or self-regulation in accord with wisdom that has long been the chief educational ideal of the Greek cultural cosmos; and the Buddhist-inspired idea of mindfulness which is now finding increasing applications in education. All three, I suggest, agree on a for our contemporary debates crucial point: that the reliably “civil” person is one whose moral development has matured to a point where their intellectual and moral capacities, their heart and mind (or “heart-mind”), achieve a degree of balanced integration. As the commonalities of these traditions are coming into view to a global community of education, we have a perhaps a new opportunity to recover a deeper sense of education that goes beyond the mere technical and instrumental competence that now preoccupies educational thought in many national and international influential reform projects.
CITATION STYLE
Meyer, H. D. (2022). Civility, Education, and the Embodied Mind—Three Approaches. In Knowledge and Space (Vol. 17, pp. 291–308). Springer Nature. https://doi.org/10.1007/978-3-030-71147-4_14
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