Teaching with Mindfulness: Pedagogy of Being-with/for and Without Being-with/for


  • Mei Hoyt University of North Texas


Mindfulness, Buddhism, Taoism, Pedagogy



Mindfulness-based practice has growing notability in various disciplines.  By examining the four foundations of mindfulness in Buddhist teaching, this paper calls for moving beyond therapeutic and mechanical use of mindfulness; instead, contemplating to the principles of emptiness and non-attachment of Buddhist teaching in mindfulness practice and pedagogy. Also, the paradoxical notions of being-with/for and without being-with/for of Taoism in understanding friendship are introduced to further examine emptiness and nonattachment in human relations.

Unfolding important thoughts in Buddhism and Taoism these two Eastern philosophies, I start from exploring mindfulness as experience, the meanings and foundations of mindfulness in Buddhism, then move onto examining the Dao of being-with and being-for of Zhuangzi that emphasizes fasting the mind when attending to friendship. This article ends with pedagogical practices that embody mindfulness teaching of being-with/for and without being-with/for.

Author Biography

Mei Hoyt, University of North Texas

Dr. Mei Wu Hoyt is an Assistant Professor of Curriculum and Instruction in the Department of Teacher Education and Administration at the University of North Texas. Her research focuses on digital media and curriculum, embodied learning, curriculum studies, and teacher education.






International Curriculum Discourses