- Oxford Library Of Psychology
- Short Contents
- Oxford Library of Psychology
- About the Editor
- Continuing to Build a Discipline at the Borders of Thought
- The Relationship between Adult Learning and Development: Challenging Normative Assumptions
- Qualitative Methods in Adult Development and Learning: Theoretical Traditions, Current Practices, and Emerging Horizons
- Latent Growth Models: A Quantitative Method for Studying Adult Development and Learning
- Prior Learning Assessment and the Developmental Journey: From “Mapless” to Cartographer
- The Interface of Adult Learning and Intelligence
- Self-Authorship and Metacognition: Related Constructs for Understanding College Student Learning and Development
- Emotion, Regulation, and Learning across the Adult Lifespan: Implications from Developmental Functionalism
- Principles of Interpersonal Competence and Motivation: Distinguishing Reciprocity and Affect in Social Contexts of Learning
- Identity Narratives during the Adult Years: Development and Learning
- Midlife Work Role Transitions: Generativity and Learning in 21st-Century Careers
- Psychological Functioning in Adulthood: A Self-Efficacy Analysis
- Constructing the Self in the Face of Aging and Death: Complex Thought and Learning
- Mature Transformations in Adulthood Facilitated by Psychotherapy and Spiritual Practice
- The Connection between Postformal Thought, Stage Transition, Persistence, and Ambition and Major Scientific Innovations
- Wisdom and Its Development: Learning to Become Wise(r)
- Religious, Spiritual, and Moral Development and Learning in the Adult Years: Classical and Contemporary Questions, Cognitive-Developmental and Complementary Paradigms, and Prospects for Future Research
- Mindfulness, Openness to Experience, and Transformational Learning
- Effects of Children on Adult Development and Learning: Fifty Years of Theory and Research
- Sibling Relationships as Opportunities for Development and Learning in Adulthood
- Work as the Catalyst of Reciprocal Adult Development and Learning: Identity and Personality
- Culture, Learning, and Adult Development
- We Are All Learning Here: Cycles of Research and Application in Adult Development
- A Close-up on Adult Learning and Developmental Diversity: Adult Growth in Cohorts and Collaborative Groups
- Doctoral Study: At the Intersection of Age-Related Change and Higher Learning
- Holistic Development, Learning, and Performance in College and Beyond
- Author Index
- Subject Index
Abstract and Keywords
This chapter explains how mindfulness provides an avenue for fostering transformational learning by increasing an individual’s awareness of, and openness to, experience. In doing so, this position calls into question long-held assumptions regarding the roles that disruptive events and critical reflection play as necessary requisites to transformational learning. The chapter discusses those mechanisms through which mindfulness helps individuals overcome constraints to openness to experience, such as staying engaged within challenging life experiences, reducing defensiveness to new information about the self, maintaining greater emotional regulation during stressful events, and disidentifying with negative thoughts and emotions. Finally, attention is given to how the extended use of mindful practice can lead to long-term changes in human functioning, such as encouraging productive coping patterns and fostering changes in brain functionality, that are associated with sustained attention and reduced reactivity to long-term stressors, and which have important implications for the process of adult development.
Charlotte P. Barner, School of Education & Human Development, Southern Methodist University.
Robert W. Barner, School of Education & Human Development, Southern Methodist University.
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