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Deconstructing mindfulness in education
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DOI：10.1080/02188791.2026.2618715.png)
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Abstract
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The aim of this paper is to contribute to critical discourse on mindfulness in education through Heidegger's notion of Besinnung and what I have called an appropriative approach to selfhood and social ontology. In particular, I focus on the contemplative turn towards the self as a crucial site of contestation and debate within the current literature on mindfulness in education. In the process, I show how Besinnung as an extension of the appropriative approach can provide the basis for an account of mindfulness as desubjectivation which, according to Michel Foucault, has the function of wrenching the subject from itself, of seeing to it that the subject is no longer itself, or that it is brought to its annihilation or its dissolution.
Keywords:
Mindfulness
education
homo economicus
desubjectivation
emancipation
Heidegger
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