Through a glass darkly

the neglect of ethical and educational elements in mindfulness-based interventions

Terry Hyland

pp. 383-396

in: Ronald E. Purser, David Forbes, Adam Burke (eds), Handbook of mindfulness, Berlin, Springer, 2016

Abstract

A philosophical perspective on mindfulness practice—connecting the educational, therapeutic and morally transformational aspects of contemporary mindfulness-based interventions (MBIs)—is outlined as a preliminary to the critique of the emergence of the commodified and marketised "McMindfulness' aspects of contemporary practice. The links between education, mindfulness practice and therapeutic transformation are explored, and this is followed by an analysis of the "McDonaldization" process which has led to the ethical and educational shortcomings of the McMindfulness models of practice. Contemporary mindfulness-based applications—in general orthodox mindfulness-based stress reduction (MBSR)/mindfulness-based cognitive therapy (MBCT) programmes but, in particular, in relation to education and workplace training practices—are criticised against the background of the McDonaldization policy analysis. In conclusion, it is suggested that the key educational and moral components—located squarely within the affective domain of education concerned with moral, personal and spiritual development—of MBIs related to perspectives on personal/social transformation need to be foregrounded in order to avoid the limitations and weaknesses of McMindfulness phenomena. Recommendations are made for grounding all aspects of mindfulness practice firmly in Buddhist ethical foundations to ensure that MBIs are able to achieve the full objectives of the transformative project of the dharma.