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

Mei Hoyt



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.


Mindfulness; Buddhism; Taoism; Pedagogy

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