title: Mindfulness in the classroom: An exploration of teachers' perceptions of well-being in relation to mindfulness-based classroom practices

authors: Mazza-Davies, Laurie Lynn

subjects: mindfulness

abstract: The intersection between mindfulness and well-being is particularly salient, given a nascent field of international study has grown out of interest in what mindfulness can offer to enhance human well-being.  Despite well-being forming an integral part of the health and physical education learning area of the New Zealand curriculum, there is a surprising paucity of current research into teacher well-being in New Zealand, and an even greater scarcity of New Zealand based research into the potential impact of mindfulness-based practices on teacher and student well-being.  This thesis aims to address this significant gap by exploring teachers’ perceptions of well-being in relation to mindfulness-based practices.

Drawing upon hermeneutic phenomenology as a method of inquiry, this study reveals the essence of the ontological experiences of a group of nine New Zealand primary (elementary) school teachers as they explored the notion of well-being, considered the mindfulness construct in relation to their personal and professional well-being, interpreted and ultimately applied mindfulness principles to their classroom programmes.  Data were collected in two phases over a 10 week period by way of teacher focus group meetings, in-class observations, de-briefings, and student focus group meetings.  Researcher reflexivity is acknowledged through the use of autobiographical diary entries, woven throughout, as the super-ordinate themes of well-being and mindfulness are explored in relation to identity, authenticity, autonomy and ‘Being’.

The findings have implications for educational theory, policy and practice. A key finding points to the development of a theory signifying the paradoxical nature of well-being as both an experience and a state of ‘Being’, and not necessarily as the result of being well.  A second theory introduces the concept of authenonomy, suggesting the continuous interplay between authenticity and autonomy, when acknowledged and acted upon, may heighten teacher well-being. Finally, three broadly based categorisations of mindfulness classroom activities are presented, resulting in a framework created to assist teachers in implementing practices into their short and long term planning in manageable and creative ways. However, any such practices are not homogeneous, and need to be responsive to particular social and cultural contexts, and the character of students and schools.

text: Mindfulness in the classroom: An exploration of teachers' perceptions of well-being in relation to mindfulness-based classroom practices The intersection between mindfulness and well-being is particularly salient, given a nascent field of international study has grown out of interest in what mindfulness can offer to enhance human well-being.  Despite well-being forming an integral part of the health and physical education learning area of the New Zealand curriculum, there is a surprising paucity of current research into teacher well-being in New Zealand, and an even greater scarcity of New Zealand based research into the potential impact of mindfulness-based practices on teacher and student well-being.  This thesis aims to address this significant gap by exploring teachers’ perceptions of well-being in relation to mindfulness-based practices.

Drawing upon hermeneutic phenomenology as a method of inquiry, this study reveals the essence of the ontological experiences of a group of nine New Zealand primary (elementary) school teachers as they explored the notion of well-being, considered the mindfulness construct in relation to their personal and professional well-being, interpreted and ultimately applied mindfulness principles to their classroom programmes.  Data were collected in two phases over a 10 week period by way of teacher focus group meetings, in-class observations, de-briefings, and student focus group meetings.  Researcher reflexivity is acknowledged through the use of autobiographical diary entries, woven throughout, as the super-ordinate themes of well-being and mindfulness are explored in relation to identity, authenticity, autonomy and ‘Being’.

The findings have implications for educational theory, policy and practice. A key finding points to the development of a theory signifying the paradoxical nature of well-being as both an experience and a state of ‘Being’, and not necessarily as the result of being well.  A second theory introduces the concept of authenonomy, suggesting the continuous interplay between authenticity and autonomy, when acknowledged and acted upon, may heighten teacher well-being. Finally, three broadly based categorisations of mindfulness classroom activities are presented, resulting in a framework created to assist teachers in implementing practices into their short and long term planning in manageable and creative ways. However, any such practices are not homogeneous, and need to be responsive to particular social and cultural contexts, and the character of students and schools.

year: 2015

title: Human-AI friendship: Rejecting the appropriate sentimentality criterion

authors: Weijers, Dan M.

subjects: AI

abstract: Most traditional philosophical views of friendship deny the possibility of human-AI friendship because they consider feeling love or something similar towards the other to be a requirement for genuine friendship. We call this the appropriate sentimentality criterion for friendship. Coupled with the claim that AI cannot and will not ever be able to feel what a friend should feel, the appropriate sentimentality criterion is the key to an argument that genuine human-AI friendship will never be possible. We argue against the requirement of appropriate sentimentality for friendship, suggesting that the feelings commonly associated with friendship are only a proxy for what really matters. We go on to present an inclusive account of friendship that requires only mutual positive intentions and a preponderance of rewarding interactions. We conclude that the appropriate sentimentality criterion for friendship should be rejected and that real human-AI friendships are currently possible.

text: Human-AI friendship: Rejecting the appropriate sentimentality criterion Most traditional philosophical views of friendship deny the possibility of human-AI friendship because they consider feeling love or something similar towards the other to be a requirement for genuine friendship. We call this the appropriate sentimentality criterion for friendship. Coupled with the claim that AI cannot and will not ever be able to feel what a friend should feel, the appropriate sentimentality criterion is the key to an argument that genuine human-AI friendship will never be possible. We argue against the requirement of appropriate sentimentality for friendship, suggesting that the feelings commonly associated with friendship are only a proxy for what really matters. We go on to present an inclusive account of friendship that requires only mutual positive intentions and a preponderance of rewarding interactions. We conclude that the appropriate sentimentality criterion for friendship should be rejected and that real human-AI friendships are currently possible.

year: 2022

title: Problematic reasoning under the guise of anti-Māori talk: A case study of the Three Waters tweets

authors: Tan, Kyle K. H.

abstract: Drawing from a subset of Twitter/X quotes (or tweets) on the politically controversial Three Waters Reform, this study identified forms of anti-Māori discourse through a deductive analysis. A complementary analysis was conducted to unpack how problematic reasoning fueled racism against Māori. Our results revealed distinct and interconnected themes—“resources,” “culture,” “stirrer,” “privilege,” and “one people”—that portrayed Māori as undeserving, lacking expertise, threatening, and unworthy of equitable treatment, as New Zealand citizens are entitled to enjoy liberal democratic values. Anti-Māori speakers employed problematic reasoning tactics to obstruct the public from understanding the truth or to encourage others to form ill-informed opinions through emotions, supposed authority, and conspiracy. Exemplar tweets were provided to illustrate the myriad instances of false information related to patterns of anti-Māori discourse. Evidence from this study makes the case for addressing racism on social media and creating interventions to expand media literacy amongst the public to discern problematic reasonings.

text: Problematic reasoning under the guise of anti-Māori talk: A case study of the Three Waters tweets Drawing from a subset of Twitter/X quotes (or tweets) on the politically controversial Three Waters Reform, this study identified forms of anti-Māori discourse through a deductive analysis. A complementary analysis was conducted to unpack how problematic reasoning fueled racism against Māori. Our results revealed distinct and interconnected themes—“resources,” “culture,” “stirrer,” “privilege,” and “one people”—that portrayed Māori as undeserving, lacking expertise, threatening, and unworthy of equitable treatment, as New Zealand citizens are entitled to enjoy liberal democratic values. Anti-Māori speakers employed problematic reasoning tactics to obstruct the public from understanding the truth or to encourage others to form ill-informed opinions through emotions, supposed authority, and conspiracy. Exemplar tweets were provided to illustrate the myriad instances of false information related to patterns of anti-Māori discourse. Evidence from this study makes the case for addressing racism on social media and creating interventions to expand media literacy amongst the public to discern problematic reasonings.

year: 2025