Chapitre D'ouvrage Année : 2024

Pleine conscience et apprentissages

Résumé

The bell rang. The class is about to begin. The teacher has settled at his desk. Facing his students, he pauses: not all of them seem to be truly present. Some fidget in their seats, still agitated by everything they’ve just experienced in their daily lives, others are chatting about what they will do after class, and then there are those who seem completely elsewhere. From here, the teacher typically employs various strategies to pull his students out of their thoughts and emotions in order to make them available for new learning. This state of availability is not always easy to achieve; the teacher knows this well, as it is what tests him daily. He himself struggles to maintain his attention at this moment since he learned of his child's upcoming birth; he finds himself thinking about it regularly in class, sometimes losing focus when facing the board, his mind wandering. Ultimately, being fully present in what we do is sometimes a challenge. And if there were a way to train this ability to be in the present moment, to be less distracted by the past or the future, wouldn’t we be more inclined to learn and work, to engage more actively in acquiring knowledge? While this is not its sole objective, mindfulness, or meditation, helps enhance our cognitive (attention, executive functions) and emotional (emotion regulation, well-being, optimism) resources to improve learning. In practice, it involves observing what happens within us in the present moment (thoughts, emotions, physical sensations) as well as outside (physical and social environment), with curiosity and non-judgment (1, 2). The concept of "non-judgment" used in these exercises does not mean "loss of critical thinking," but rather an awareness of our representations and judgments about ourselves, others, and the situations we encounter. This awareness can help the student take a step back from this way of perceiving situations, thus helping them develop greater open-mindedness and skills to better resist automatic behaviors that can be generated by judgments we accept without taking the time to examine them more closely. Originating from Buddhist meditation practices, mindfulness practices were initially secularized by Dr. Jon Kabat-Zinn [3] in order to help patients manage pain and stress.

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Dates et versions

hal-04794141 , version 1 (20-11-2024)

Identifiants

  • HAL Id : hal-04794141 , version 1

Citer

François-Xavier Cécillon, Martial Mermillod, Jean-Philippe Lachaux, Antoine Lutz, Rebecca Shankland. Pleine conscience et apprentissages. Apprendre: de la synapse à la classe, Ellipses, 2024, 978-2-340-08420-9. ⟨hal-04794141⟩
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