Browsing by Subject "meditation"

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  • Nyman, Arnella (Helsingin yliopisto, 2018)
    Mindfulness is an increasingly used method both in sports and in educational contexts. One field where mindfulness is not quite used yet is horseback riding and riding pedagogy. Pre-vious research shows that mindfulness meditation can for example enhance concentration, body awareness and the acceptance of feelings. The aim of this study is to analyze how mindfulness can be used in riding pedagogy to support learning and improve the rider’s per-formance. The research questions are: Does mindful learning as a method promote teaching horseback riding? How do students experience the use of mindfulness in training? The research approach of the study was Design-Based Research. Also fenomenology was partly used. The collection of the data took place in April 2018 and the sample consists of eight (8) amateur equestrians. All the equestrians were women and some of them had horses partially as a profession, but mostly they were all leisure riders. All of them owned at least one horse and they rode several times a week. The respondents got a recorded body scan-meditation praxis that they were supposed to listen to at least six (6) times in two weeks time. Further, they all got an individual focus area, which they were ought to concen-trate on extra carefully. For example, one individual focus area was the stability in the pel-vis. Both observation and qualitative semi structured interviews were used as research methods. The material was analyzed inductively. The results show that mindfulness has a place in modern riding pedagogy – the respond-ents had positive experiences of using mindfulness in riding. Their experiences varied sligthly, depending on earlier experiences. Also attitude and temperament can affect how the respondents feel about using mindfulness in riding. It is commonly known that the horse is the mirror of the rider, and the respondents in the study confirmed that. All of them wit-nessed that the horse gave immediate response when the rider herself was more mindful and aware of the situation and her own body. They also experienced that their body awa-reness increased and they felt they could better accept their own weaknesses. A renewal of riding pedagogy was welcomed. More pedagogical methods, where both the rider and the horse feel safe, are needed.
  • Goria, Gabrielle (2013)
    This work illustrates the research I have conducted throughout the two years of my Master's degree programme in Theatre Pedagogy at the Theatre Academy of Helsinki (TeaK) on the topic of “active” silence: a quiet dimension of being, calm but not passive, characterized by a high level of awareness, openness and concentration at the same time. In March 2012 I led a one-day workshop with the title “Living the Silence” in seven different environments (among them: a school, two monasteries and a Theatre Academy), where I explored many possible combinations of art and meditation, in order to understand how the participants experienced “active” silence. In November 2012 I further developed my previous research on “active” silence by leading a two week-workshop, “Moving the Silence”, attempting to understand how I could develop a dialogue between different disciplines related to the practice of active silence such as meditation, T'ai Chi Ch'üan (the Chinese “Supreme Polarity boxing”) and expressive movement, without use of speech. The workshop led spontaneously towards a performance with the same title “Moving the Silence”, where I have been exploring the boundaries between meditation and performance, questioning how meditation can be a performance and vice-versa. We performed in February 2013. Silence proved to be a fruitful ground for a dialogue between art and spirituality, becoming a generative platform for developing meditative ways of working in the field of art. This thesis provides a detailed description of this work and the development of my personal conceptions about teaching.
  • Husgafvel, Ville Waltteri (2018)
    The discussion on the Buddhist roots of contemporary mindfulness practices is dominated by a narrative which considers the Theravāda tradition and Theravāda-based ‘neo-vipassanā movement’ as the principal source of Buddhist influences in mindfulness-based stress reduction (MBSR) and related mindfulness-based programmes (MBPs). This Theravāda bias fails to acknowledge the significant Mahāyāna Buddhist influences that have informed the pioneering work of Jon Kabat-Zinn in the formation of the MBSR programme. In Kabat-Zinn’s texts, the ‘universal dharma foundation’ of mindfulness practice is grounded in pan-Buddhist teachings on the origins and cessation of suffering. While MBSR methods derive from both Theravāda-based vipassanā and non-dual Mahāyāna approaches, the philosophical foundation of MBSR differs significantly from Theravāda views. Instead, the characteristic principles and insights of MBSR practice indicate significant similarities and historical continuities with contemporary Zen/Sŏn/Thiền and Tibetan Dzogchen teachings based on doctrinal developments within Indian and East Asian Mahāyāna Buddhism.