Mindful Learning in the Digital World

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Introduction[edit | edit source]

Langer's definition of mindfulness describes it a as "the process of actively noticing new things. When you do that, it puts you in the present(.....)It’s the essence of engagement". [1]According to Langer this way of approaching learning promotes engagement and mind-openennes, results in better performance and allows the learner to focus on present when using experience from the past. [1][2] Other advatages of being mindfulness include:

  • An ease with paying attention and noticing subtle changes in reality[2]
  • Remembering more what has been done[1]
  • (either internal or external) forces a person to stay in the present, in the moment. promoting mind-openness and engagement (Langer, 1992)mindlessness, consists in relying on previously established categories. When mindless, one acts as a pre-programmed machine, behaving according to categories created in the past[2]

Mindfulness is a state of conscious awareness in which the individual is implicitly aware of the context and content of information. It is a state of openness to novelty in which the individual actively constructs categories and distinctions. mindlessness is a state of mind characterized by an over reliance on categories and distinctions drawn in the past and in which the individual is context-dependent and, as such, is oblivious to novel (or simply alternative) aspects of the situation. Mindlessness is compared to more familiar concepts such as habit, functional fixedness, overlearning, and automatic (vs controlled) processing.[3]

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References[edit | edit source]

  1. ↑ 1.0 1.1 1.2 Mindfulness in the Age of Complexity. Harvard Business Review, March 2014. Available at: https://hbr.org/2014/03/mindfulness-in-the-age-of-complexity (last accessed: 01.04.2022)
  2. ↑ 2.0 2.1 2.2 Davenport C, Pagnini F. Mindful Learning: A Case Study of Langerian Mindfulness in Schools. Front Psychol. 2016 Sep 12;7:1372.
  3. ↑ Langer EJ. Matters of mind: Mindfulness/mindlessness in perspective. Consciousness and cognition. 1992 Sep 1;1(3):289-305.
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