شیوه درمانی ذهن آگاهی با رویکرد یادگیری
محورهای موضوعی : روانشناسی
1 - استادیار، گروه الهیات، دانشکده حقوق و الهیات، دانشگاه شهید باهنرکرمان، کرمان، ایران
کلید واژه: ذهن آگاهی, شیوه درمانی, یادگیری, افکار و احساسات,
چکیده مقاله :
مقدمه و هدف: در دنیای امروز، افزایش میزان یادگیری و متغیرهای مرتبط با آن یکی از مسائل مهم نهادهای آموزشی است. برنارد و تیزدل در سال 1990 در نظریه خود با عنوان سیستم‌های شناختی متعامل (ICS) ذهن را دارای وجوه چندگانه‌ای معرفی کردند که مسئول دریافت و پردازش اطلاعات جدید به‌صورت شناختی و هیجانی است. این نظریه آسیب‌پذیری فرد نسبت به افسردگی را همبسته با این می‌داند که فرد به چه مقدار بر یکی از وجوه ذهن تکیه می‌کند و سهواً دیگر وجوه را متوقف می‌کند.
نتیجه¬گیری: ذهن آگاهی شیوه‌ای است برای پرداختن توجه که از مراقبه شرقی نشأت گرفته و به‌عنوان توجه کامل به تجربیات زمان حال به شکل لحظه‌به‌لحظه، توصیف شده است (Marlatt & Kristler, 1999)؛ ذهن آگاهی تنها یک ایدۀ خوب نیست؛ بلکه شیوه‌ای برای یادگیری خوب در زندگی است؛ این شیوه با دعوت به لحظۀ کنونی، حضوری بیشتر و قضاوتی کمتر، در افراد ایجاد می‌کند. اگرچه از ذهن آگاهی به‌عنوان علمی تازه صحبت می‌شود اما عمر واقعی این شیوه به هزاران سال پیش برمی‌گردد؛ به‌طوری‌که از آن به‌عنوان قلب مراقبۀ بودائی یاد شده است، بااین‌حال جوهرۀ این شیوه که به معنای بودن در لحظه و به شیوه‌ای آگاهانه است،آموزش و تعلیمی جهانی محسوب می‌شود (Kabat-Zinn, 2010).
Introduction: In today's world, increasing the amount of learning and its related variables is one of the important issues of educational institutions. In their theory titled Interactive Cognitive Systems (ICS) in 1990, Bernard and Tazedale introduced the mind as having multiple facets that are responsible for receiving and processing new information cognitively and emotionally. This theory correlates a person's vulnerability to depression with how much a person relies on one facet of the mind and inadvertently shuts down the other.
Conclusion: Mindfulness is a method of paying attention that originated in Eastern meditation and has been described as paying full attention to present moment experiences (Marlatt & Kristler, 1999). Mindfulness is not just a good idea; it is a way of learning to be good in life; by inviting people to the present moment, this method creates more presence and less judgment in people. Although mindfulness is talked about as a new science, the real age of this method goes back thousands of years; so much so that it has been referred to as the “heart of Buddhist meditation”, yet the essence of this method, which means being in the moment and in a conscious way, is considered a universal teaching and teaching (Kabat-Zinn, 2010).
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