The essays collected in this special issue of Critical Inquiry are devoted to reflection on the shifts in photographically based art practice, exhibition, and reception in recent years and to the changes brought about by these shifts in our understanding of photographic art. Although initiated in the 1960s, photography as a mainstream artistic practice has accelerated over the last two decades. No longer confined to specialist galleries, books, journals, and other distribution networks, contemporary art photographers are now regularly the subject (...) of major retrospectives in mainstream fine-art museums on the same terms as any other artist. One could cite, for example, Thomas Struth at the Metropolitan Museum in New York, Thomas Demand at the Museum of Modern Art, or Jeff Wall at Tate Modern and MoMA. Indeed, Wall's most recent museum show, at the time of writing, The Crooked Path at Bozar, Brussels, situated his photography in relation to the work of a range of contemporary photographers, painters, sculptors, performance artists, and filmmakers with whose work Wall considers his own to be in dialogue, irrespective of differences of media. All this goes to show that photographic art is no longer regarded as a subgenre apart. The situation in the United Kingdom is perhaps emblematic of both photography's increasing prominence and its increased centrality in the contemporary art world over recent years. Tate hosted its first ever photography survey, Cruel and Tender, as recently as 2003, and since then photography surveys have become a regular biannual staple of its exhibition programming, culminating in the appointment of Tate's first dedicated curator of photography in 2010. A major shift in the perception of photography as art is clearly well under way. (shrink)

ABSTRACTThis paper seeks to share cross-border challenges in the ethical design, establishment, implementation, and evaluation of the performance of alliance...

First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

This paper explores a dialogical encounter between Freud’s discovery of the unconscious (subconscious) and the Buddhist practice of mindful awareness. Freud revealed that human rationality is far more limited than previously assumed, uncovering a vast latent domain of mental life whose operations lie beyond deliberate cognition and conscious control. The anxiety, compulsive tendencies, depressive moods, and dream imagery that shape everyday experience often originate from this hidden depth, whose contents cannot be fully known or interpreted by ordinary reasoning. Buddhist philosophy (...) does not dispute the existence of this opaque realm; rather, it offers a distinct mode of response. Mindful awareness does not attempt to access or alter the content of the subconscious itself, but instead attends closely to the psychological states and emotional patterns produced by it—the surface manifestations that arise and pass through experience. By observing these states without identification or resistance, mindfulness cultivates a steady presence that neither suppresses nor follows the movements of subconscious forces. This comparative reflection argues that Freud exposes the problem of the mind’s hidden dynamics, while Buddhism provides a practical posture for living with them. Together, they outline a framework in which freedom is not achieved by mastering the subconscious but by remaining awake within its unfolding. (shrink)

This article reviews some of the definitions in circulation that reveal the varied perspectives and goals of the field of neuroethics. It discusses a brief taxonomy of neuroethical questions. It deals with two specific contentious issues, one clinical and one from social sciences and shows how neuroethicists can serve to inform and to protect. Neuroethicists need education that encompasses many domains. The study describes the academic grounding and qualifications that should be required and also considers the pivotal roles neuroethicists should (...) play. It contributes views that may help define the field of neuroethics and give structure and relevance to its activities. Finally, it concludes that neuroethicists are needed, now more than ever. (shrink)

Some maladaptive thought processes are characterized by reflexive and habitual patterns of cognitive and emotional reactivity. We review theoretical and empirical work suggesting that mindfulness—a state of nonjudgmental awareness of the present moment—can facilitate the discontinuation of such automatic mental operations. We propose a framework that suggests a series of more specific mechanisms supporting the de-automatizing function of mindfulness. Four related but distinct elements of mindfulness (awareness, attention, focus on the present, and acceptance) can each contribute to (...) de-automatization through subsequent processes, including discontinuing automatic inference, enhancing cognitive control capacity, facilitating metacognitive insight, and preventing suppression or thought distortion. De-automatizing can, in turn, allow enhancement of adaptive self-control ability and increased well-being. (shrink)

In the present research, we examine the relation between leader mindfulness and employee performance through the lenses of organizational justice and leader-member relations. We hypothesize that employees of more mindful leaders view their relations as being of higher leader-member exchange quality. We further hypothesize two mediating mechanisms of this relation: increased interpersonal justice and reduced employee stress. In other words, we posit that employees of more mindful leaders feel treated with greater respect and experience less stress. Finally, we predict (...) that LMX quality serves as a mediator linking leader mindfulness to employee performance—defined in terms of both in-role and extra-role performance. Across two field studies of triadic leader-employee-peer data and dyadic leader–employee data, we find support for this sequential mediation model. We discuss implications for theorizing on leadership, organizational justice, business ethics, LMX, and mindfulness, as well as practical implications. (shrink)

This article explores a case study of a mindfulness teacher, Beth, and her experiences of teaching mindfulness to 11- to 16-year-olds in several English schools. It shows why Beth was drawn to teaching mindfulness, which was both to alleviate the stress amongst her pupils and improve her own mental health. It illustrates how and why she became a confident, successful mindfulness teacher: she learnt about mindfulness at various classes, retreats and teacher-education training sessions, spending thousands (...) of pounds on her own training. It argues that her positioning as a mindfulness teacher in an unmindful school system created an overwhelming demand for her services, but also huge stress upon her. It develops McCaw’s conceptions of ‘thin’ and ‘thick’ mindfulness (2020), arguing that while Beth began by practising ‘thin’ mindfulness – seeing it as a way of solving exam stress amongst her pupils – she became increasingly a ‘thick’ practitioner; her experiences of mindfulness led to profound personal change and, ultimately, to her becoming very disillusioned about teaching mindfulness in an unwelcoming educational, ‘unmindful’ environment. (shrink)

Over the past decade or so within this journal, there have been critical debates concerning the role of mindfulness within education, the influence of neoliberalism on education in general and well-being interventions specifically, and the relevance of the philosophy of Martin Heidegger for critiquing modernity including the nature and purpose afforded education. In this article, we propose that these debates are sufficiently interrelated to develop a more unified argument. We will show how a Heideggerian perspective is conceptually rich, in (...) both its heritage, as it draws upon both East-Asian wisdom and western thinking, and its engagement, as it confronts the implications of what Heidegger called a ‘technical-era’, for offering such a unified critique. The focus of this critique is on instrumental forms of mindfulness (mindfulness ‘in’ education), which when framed by neoliberalism has rather narrow goals concerning individual well-being and performance. In contrast, more critical and integral forms of mindfulness (mindfulness ‘as’ education) offer the potential for more holistic and authentic learning. Throughout the article, we discuss how Heideggerian philosophy offers a number of useful concepts (e.g., enframing, Dasein, authenticity, meditative thinking), which are able to both critique the instrumentalisation of approaches like mindfulness by neoliberalism and speak to more holistic education oriented toward more authentic being in the world. (shrink)

(2011). Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma. Contemporary Buddhism: Vol. 12, Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma, pp. 1-18. doi: 10.1080/14639947.2011.564811.

This paper examines Swami Hariharānanda Āraṇya’s unique interpretation of smṛti as “mindfulness” (samanaskatā) in Patañjali’s Yogasūtra I.20. Focusing on his extended commentary on Yogasūtra I.20 in his Bengali magnum opus, the Pātañjaljogdarśan (1911), I argue that his interpretation of smṛti is quasi-Buddhistic. On the one hand, Hariharānanda’s conception of smṛti as mindfulness resonates strongly with some of the views on smṛti advanced in classic Buddhist texts such as the Satipaṭṭhānasutta and Buddaghośa’s Papañcasūdanī. On the other hand, he also (...) builds into his complex account of the practice of smṛti certain fundamental doctrines of Sāṃkhyayoga—such as mindfulness of the Lord (“īśvara”) and mental identification with the Puruṣa, the transcendental “Self” that is wholly independent of nature—which are incompatible with Buddhist metaphysics. I will then bring Hariharānanda’s quasi-Buddhistic interpretation of smṛti of Yogasūtra I.20 into dialogue with some of the interpretations of smṛti advanced by traditional commentators. Whereas many traditional commentators such as Vācaspati Miśra and Vijñānabhikṣu straightforwardly identify smṛti of I.20 with “dhyāna” (“concentration”)—the seventh limb of the aṣṭāṇgayoga outlined in Yogasūtra II.28-III.7—Hariharānanda argues that smṛti is the mental precondition for the establishment of dhyāna of the aṣṭāṇgayoga. (shrink)

Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being. However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a reductionism and commodification – popularly labelled ‘McMindfulness’ – of the underpinning principles and ethical foundations (...) of such practice which threatens to subvert and militate against the achievement of the original aims of MBIs in general and their educational function in particular. It is argued here that mindfulness practice needs to be organically connected to its spiritual roots if the educational benefits of such practice are to be fully realised. (shrink)

Mindfulness meditation describes a set of different mental techniques to train attention and awareness. Trait mindfulness and extended mindfulness interventions can benefit self-control. The present study investigated the short-term consequences of mindfulness meditation under conditions of limited self-control resources. Specifically, we hypothesized that a brief period of mindfulness meditation would counteract the deleterious effect that the exertion of self-control has on subsequent self-control performance. Participants who had been depleted of self-control resources by an emotion suppression (...) task showed decrements in self-control performance as compared to participants who had not suppressed emotions. However, participants who had meditated after emotion suppression performed equally well on the subsequent self-control task as participants who had not exerted self-control previously. This finding suggests that a brief period of mindfulness meditation may serve as a quick and efficient strategy to foster self-control under conditions of low resources. (shrink)

The present study examined the effects of mindfulness training on attention regulation in university students and whether the potential benefits of implementation are influenced by the yoga component of mindfulness-based interventions (MBIs) and/or by MBI homework practice. In a non-randomized trial with pre- and post-assessments, n = 180 university students were allocated to either mindfulness training (experimental groups), awareness activities (active control group), or no training (passive control group). Mindfulness was taught through two MBIs, one including (...) yoga and the other excluding yoga. Attention regulation was operationalized via behavioral indicators, namely sustained attention, cognitive flexibility, cognitive inhibition, and data-driven information processing. With the exception of speed in a cognitive flexibility task, the results indicated no systematic or differential advantage arising from mindfulness training, with or without yoga, regarding the aspects of attention regulation. There was no consistent influence of homework quantity or quality. The implications for mindfulness training in academic contexts are discussed. (shrink)

Although research has found that long-term mindfulness meditation practice promotes executive functioning and the ability to sustain attention, the effects of brief mindfulness meditation training have not been fully explored. We examined whether brief meditation training affects cognition and mood when compared to an active control group. After four sessions of either meditation training or listening to a recorded book, participants with no prior meditation experience were assessed with measures of mood, verbal fluency, visual coding, and working memory. (...) Both interventions were effective at improving mood but only brief meditation training reduced fatigue, anxiety, and increased mindfulness. Moreover, brief mindfulness training significantly improved visuo-spatial processing, working memory, and executive functioning. Our findings suggest that 4 days of meditation training can enhance the ability to sustain attention; benefits that have previously been reported with long-term meditators. (shrink)

The Buddhist construct of mindfulness is a central element of mindfulness-based interventions and derives from a systematic phenomenological programme developed over several millennia to investigate subjective experience. Enthusiasm for ?mindfulness? in Western psychological and other science has resulted in proliferation of definitions, operationalizations and self-report inventories that purport to measure mindful awareness as a trait. This paper addresses a number of seemingly intractable issues regarding current attempts to characterize mindfulness and also highlights a number of vulnerabilities (...) in this domain that may lead to denaturing, distortion, dilution or reification of Buddhist constructs related to mindfulness. Enriching positivist Western psychological paradigms with a detailed and complex Buddhist phenomenology of the mind may require greater study and long-term direct practice of insight meditation than is currently common among psychologists and other scientists. Pursuit of such an approach would seem a necessary precondition for attempts to characterize and quantify mindfulness. (shrink)

In recent years, the construct of mindfulness has gained growing attention in psychological research. However, little is known about the effects of mindfulness on interpersonal interactions and social relationships at work. Addressing this gap, the purpose of this study was to investigate the role of mindfulness in leader-follower-relationships. Building on prior research, we hypothesize that leaders’ mindfulness is reflected in a specific communication style (“mindfulness in communication”), which is positively related to followers’ satisfaction with their (...) leaders. We used nested survey data from 34 leaders and 98 followers from various organizations and tested mediation hypotheses using hierarchical linear modeling. Our hypotheses were confirmed by our data. Leaders’ self-reported mindfulness showed a positive relationship with several aspects of followers’ satisfaction. This relationship was fully mediated by leaders’ mindfulness in communication as perceived by their followers. Our findings emphasize the potential value of mindfulness in workplace settings. They provide empirical evidence for a positive link between leaders’ dispositional mindfulness and the wellbeing of their followers, indicating that mindfulness is not solely an individual resource but also fosters interpersonal skills. By examining leaders’ mindfulness in communication as an explanatory process, we created additional clarification about how leaders’ mindfulness relates to followers’ perceptions. Moreover, by suggesting mindfulness in communication as a behavioral correlate of mindfulness, we offered a promising starting point for indirect measures of mindfulness. (shrink)

This paper develops a stratified ontological and phenomenological reconstruction of mindfulness and mentalization within the broader framework of the Psychology of Belonging. While contemporary psychotherapy frequently treats these processes as foundational mechanisms of change, the paper argues that both are late-stage functions whose effectiveness depends on prior structural conditions. -/- The argument is grounded in three principles: stratified reality (material, biological, institutional-social), dual temporality (synchronic structure and diachronic process), and imperfect belonging as the ontological condition of human existence. From (...) this framework, psychological transformation cannot begin at the level of consciousness alone, since awareness and interpretation depend on relational stability. -/- Belonging is introduced as a cross-level integrating structure articulated through affective, social, and existential pathways. From this, a six-step therapeutic sequence is derived, moving from material grounding and affect regulation to mindfulness and mentalization. -/- The paper shows that these processes fail when applied prematurely and become transformative only when grounded in belonging. Psychological freedom emerges not from consciousness alone, but from the capacity to reorganize belonging across time. (shrink)

This study investigated the link between meditation, self-reported mindfulness and cognitive flexibility as well as other attentional functions. It compared a group of meditators experienced in mindfulness meditation with a meditation-naïve control group on measures of Stroop interference and the “d2-concentration and endurance test”. Overall the results suggest that attentional performance and cognitive flexibility are positively related to meditation practice and levels of mindfulness. Meditators performed significantly better than non-meditators on all measures of attention. Furthermore, self-reported (...) class='Hi'>mindfulness was higher in meditators than non-meditators and correlations with all attention measures were of moderate to high strength. This pattern of results suggests that mindfulness is intimately linked to improvements of attentional functions and cognitive flexibility. The relevance of these findings for mental balance and well-being are discussed. (shrink)

This essay critiques the standard characterization of mindfulness as present-centred non-judgmental awareness, arguing that this account misses some of the central features of mindfulness as described by classical Buddhist accounts, which present mindfulness as being relevant to the past as well as to the present. I show that for these sources the central feature of mindfulness is not its present focus but its capacity to hold its object and thus allow for sustained attention, regardless of whether (...) the object is present or not. I further show that for these sources mindfulness can be explicitly evaluative, thus demonstrating the degree to which classical Buddhist accounts differ from the modern description of mindfulness as non-judgmental. I conclude that although this modern description may be useful as an operational definition intended for practical instruction, it does not provide an adequate basis for a theoretical analysis of mindfulness, for it fails to emphasize its retentive nature to privilege its alleged nonconceptuality. (shrink)

ABSTRACT Addressing a research gap on the relationship between mindfulness and morality, this paper draws insights from Confucius’ notion of jing. I explain how jing essentially refers to maintaining a full, respectful and humanity-centred attention towards others. To illustrate the application of Confucius’ conception of mindfulness, I use the current coronavirus pandemic as an example. On the one hand, mindfulness is useful as a coping mechanism to reduce stress for individuals during the crisis. But an amoral and (...) atomistic approach to mindfulness is inadequate in addressing social problems such as selfishness that stems from panic buying and community infection caused by inconsiderate behaviours. In this regard, Confucius’ concept of respectful attention has the potential to motivate everyone to go beyond self-interest to demonstrate deference, empathy and love towards others. A Confucian orientation of mindfulness extends the existing literature on the ethical foundations and dimensions of mindfulness for educational institutions. (shrink)

In this study we use dual process theory of self-regulation to develop a framework that outlines the mediating and moderating mechanisms explaining the relationship between leader emotional exhaustion and leadership style (transformational leadership and abusive supervision). Using Glomb et al.’s (2011) framework, we identify empathy and negative emotion as mediators that are of particular importance for leaders. In addition, we propose that leader mindfulness moderates these processes to improve leadership style. Using a time-lagged survey of leaders (N = 505) (...) we found that leader empathy and negative emotion mediated the relationships between emotional exhaustion and leadership style. Furthermore, we found that leader mindfulness significantly moderated the indirect effect of leader emotional exhaustion on leadership style through negative emotion. However, leader mindfulness did not moderate the relationship between emotional exhaustion and empathy. Theoretical and practical implications are discussed. (shrink)