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<p>Mindfulness in education is one response to difficulties in the process of education as growth. However, this brings up tensions surrounding how to integrate psychological interventions with the philosophical aims of education. This paper examines one form of mindfulness used in schools, Acceptance and Commitment Therapy/Training (ACT), and argues that it can be seen not merely as a psychological add-on to education but an integrated part of a pragmatic approach to education as the formation of intelligent habits. To do so, it examines ACT’s theoretical basis in Contextual Behavioral Science (CBS), analyzing its philosophy of human formation. It then shows its historical connection and philosophical compatibility with John Dewey’s pragmatic <i>psychology</i> and education. It demonstrates that Dewey and CBS share a philosophy of action and complementary views of covert behavior (thinking) and its relationship with overt behavior. They have compatible analyses of the internal contexts of behavior (feelings and identity). Finally, they both connect to mindful attention and transcendence, but in a way that reengages behavior via personal values. Thus, this paper aids psychology to better engage with the philosophic aims of education, and demonstrates the scientific fruitfulness of Dewey’s philosophy.</p>

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Mindfulness and Pragmatic Education: ACT, Contextual Behavioral Science, and John Dewey

  • 期刊论文

  • 发表日期：

    2026年7月6日

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  • Anton Sevilla-Liu,
  • Yukie Kurumiya

摘要

Mindfulness in education is one response to difficulties in the process of education as growth. However, this brings up tensions surrounding how to integrate psychological interventions with the philosophical aims of education. This paper examines one form of mindfulness used in schools, Acceptance and Commitment Therapy/Training (ACT), and argues that it can be seen not merely as a psychological add-on to education but an integrated part of a pragmatic approach to education as the formation of intelligent habits. To do so, it examines ACT’s theoretical basis in Contextual Behavioral Science (CBS), analyzing its philosophy of human formation. It then shows its historical connection and philosophical compatibility with John Dewey’s pragmatic psychology and education. It demonstrates that Dewey and CBS share a philosophy of action and complementary views of covert behavior (thinking) and its relationship with overt behavior. They have compatible analyses of the internal contexts of behavior (feelings and identity). Finally, they both connect to mindful attention and transcendence, but in a way that reengages behavior via personal values. Thus, this paper aids psychology to better engage with the philosophic aims of education, and demonstrates the scientific fruitfulness of Dewey’s philosophy.