Scholarlink

<p>Holistic education frameworks increasingly emphasize moving beyond academic outcomes to cultivate the ‘whole person’. The LIBRE/EMC² model—developed in response to Indian philosophy, National Education Policy 2020, and Sustainable Development Goal 4.7—proposes four dimensions central to holistic development: empathy, mindfulness, compassion, and critical inquiry. Beyond conceptual formulations, this study empirically examined the three psychosocial dimensions—empathy, mindfulness, and compassion—using validated measures on a novice meditator sample of 580 Indian university students, with self-transcendence (STRA) values proxying compassion. Correlation and regression analyses revealed three foundational associations: (1) the mindfulness–autonomy paradox, wherein novice mindfulness more strongly associated with security-personal and non-conformity values than with STRA, suggesting it alone may not directly promote compassionate values; (2) Empathic Affectfulness (EA), a novel construct wherein novice mindfulness enhances perspective taking (PT) while reducing personal distress (PD); and (3) support for the empathy-altruism hypothesis, where both PT and empathic concern (EC) significantly predicted STRA. These patterns informed a mediation-moderation model testing how mindfulness relates to STRA via empathy subcomponents. Analyses revealed that PT and EC significantly mediated the relationship, while PD negatively moderated it. EC emerged as the strongest direct predictor of STRA. Together, the findings position empathy as a key mechanism linking novice mindfulness to compassion. This study is among the first to empirically operationalize the LIBRE/EMC² framework, translating Indian epistemological holistic educational insights into measurable psychosocial processes with direct relevance for educators and policy-makers. It presents a preliminary testable model of how empathy regulation may translate mindfulness into compassion.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Operationalizing Indian Epistemologies in Holistic Education: Pathways of Empathy, Mindfulness, and Compassion in the LIBRE/EMC² Framework

  • 期刊论文

  • 发表日期：

    2026年3月10日

查看全文
  • Mannu Brahmi,
  • Harshita Jain,
  • Jyoti Kumar

摘要

Holistic education frameworks increasingly emphasize moving beyond academic outcomes to cultivate the ‘whole person’. The LIBRE/EMC² model—developed in response to Indian philosophy, National Education Policy 2020, and Sustainable Development Goal 4.7—proposes four dimensions central to holistic development: empathy, mindfulness, compassion, and critical inquiry. Beyond conceptual formulations, this study empirically examined the three psychosocial dimensions—empathy, mindfulness, and compassion—using validated measures on a novice meditator sample of 580 Indian university students, with self-transcendence (STRA) values proxying compassion. Correlation and regression analyses revealed three foundational associations: (1) the mindfulness–autonomy paradox, wherein novice mindfulness more strongly associated with security-personal and non-conformity values than with STRA, suggesting it alone may not directly promote compassionate values; (2) Empathic Affectfulness (EA), a novel construct wherein novice mindfulness enhances perspective taking (PT) while reducing personal distress (PD); and (3) support for the empathy-altruism hypothesis, where both PT and empathic concern (EC) significantly predicted STRA. These patterns informed a mediation-moderation model testing how mindfulness relates to STRA via empathy subcomponents. Analyses revealed that PT and EC significantly mediated the relationship, while PD negatively moderated it. EC emerged as the strongest direct predictor of STRA. Together, the findings position empathy as a key mechanism linking novice mindfulness to compassion. This study is among the first to empirically operationalize the LIBRE/EMC² framework, translating Indian epistemological holistic educational insights into measurable psychosocial processes with direct relevance for educators and policy-makers. It presents a preliminary testable model of how empathy regulation may translate mindfulness into compassion.