This is the second in a two-part series on the relationship between mindfulness and intercultural learning. Last month, I discussed what mindfulness is and why it’s an important component of intercultural learning (click here to read Part I if you missed it). In this post, I address the need to move from mindfulness as concept to mindfulness as practice, and provide specific ideas about how educators can incorporate mindfulness into their intercultural work.
Mindfulness in the Intercultural Field
Mindfulness has been recognized as an important concept in intercultural communication for some time. In her 1999 book, intercultural communication expert Stella Ting-Toomey explains that stereotyping is inevitable, and we must learn to distinguish between mindless stereotyping and mindful stereotyping. Ting-Toomey (1999) states:
“While mindful stereotyping evokes an open-minded attitude in dealing with others, mindless stereotyping reflects a closed-ended mindset. Mindless...
One topic that’s come up a lot lately in my trainings that I find people are very eager to learn more about is mindfulness. In this blog post—part one of a two-part series on mindfulness—I discuss what mindfulness is and why it’s an important component of intercultural learning. In next month’s post, I’ll provide some specific ideas about how educators can incorporate mindfulness into their intercultural work.
Definition of Mindfulness
According to Jon Kabat-Zinn, who is largely responsible for bringing mindfulness to the secular world, “Mindfulness means paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally.”
We spend most of our lives operating on automatic pilot, with unconscious scripts guiding our actions. This is necessary and useful because it frees up mental capacity to focus our attention on more complex tasks.
However, there is a limit to the efficiency and helpfulness of operating on...
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