Browsing by Subject "Mindfulness"
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Item Open Access Educating the mindful design practitioner(Elsevier, 2021-05-06) Altay, Burçak; Porter, N.Mindfulness applications are increasing exponentially across many disciplines. However, mindfulness theory and practice within design pedagogy is relatively scarce. What are the operational concepts and applications of mindfulness for acquiring design skills and ethical awareness? We explore these questions through a theoretical framework and two university-based studies where design students engaged in various mindfulness activities. Results show that meditation practices (formal mindfulness) and adopting a mindful approach to design tasks (informal mindfulness) can facilitate exploratory and creative thinking, increase sensory and spatial awareness, ‘free up’ one’s inner critic, and expand students’ empathetic horizons. These outcomes suggest mindfulness training is fruitful for the holistic development of students, supporting them to be truly reflective practitioners who creatively attend to the wellbeing of others and themselves.Item Open Access The effects of mindfulness based yoga intervention on preschoolers’ self-regulation ability(Bilkent University, 2019-07) Önoğlu Yıldırım, EdaThis thesis taps into one of the significant developments that has effects on children’s academic and social life; self-regulation. Children develop this ability from early childhood to middle childhood. Research has shown that this ability can be enhanced via appropriate interventions and the current study uses mindfulness based yoga as a way to enhance preschoolers’ self-regulation ability. To have a comprehensive measure of self-regulation, a child battery was developed by the researchers. This battery includes tasks that measure cognitive flexibility, interference control, working memory, motor control, and delay of gratification. In addition to this child battery, mother and teacher reported executive function (EF) scales were used. The intervention was conducted with 45 preschoolers; of these; 24 were in the yoga group and 21 were in the waitlist control group. The intervention group of children took yoga 2 times a week for 12 weeks for a total of 15 hours of yoga per child. Both in pre-test and post-test children were tested and the intervention and waitlist control groups were compared with one another. Results of the child battery has shown that children who were in the yoga group performed better on working memory but none of the other aspects of EF that were measured revealed a difference. Teachers reported no difference between the two groups. Lastly, mothers evaluated that the two groups were different in terms of positive affect such that children in the yoga group were evaluated as higher.Item Open Access Mindfulness as an intervention in English teachers’ quality motivation for lesson preparation(Bilkent University, 2021-10) Pamuk, Zeynep OlgunIn this experimental study, an 8-minute mindfulness guided meditation which aimed to increase teachers’ emotional well-being and help them connect to their genuine selves before they prepare their lesson plans was developed and implemented into an online platform for 50 English teachers living in Ankara, Turkey. While 25 of them were assigned to the to listen to the mindfulness guided meditation recording as the experiment group, the control group listened to a Ted Talks speech about the “growth mindset”, before and after which the participants’ controlled and autonomous motivations were measured through Comprehensive Relative Autonomy Index (C-RAI). The findings in the study revealed that the teachers’ autonomous motivation levels were not affected by an 8-minute mindfulness guided meditation, although a decrease in both autonomous and controlled motivations was observed after the intervention for all the teachers in the control and the experiment groups. Also, the teachers’ introjected, identified, and intrinsic motivations were found to be correlated with their gender, age, and workload.Item Open Access Multisensory experience of public interiors(Routledge, 2021-10-07) Altay, BurçakWe experience interiors with all of our senses, by seeing, touching, hearing and smelling as well as through our bodily interactions and orientation. Moreover, our experience is not static; it changes through moment-to-moment encounters according to changing sensations, our activities, our intentions, etc. This results in pleasant, neutral and/or unpleasant feelings. Interior design education and practice should, therefore, include an understanding and awareness of these embodied interactions, particularly how they occur in everyday life. This study provides a multisensory perspective of everyday public interiors through the lived experiences of participants. This is accomplished through the visual and verbal reflective essays of students who mindfully observed and documented their bodily postures and sensory perceptions during different activities within a variety of public interiors, such as cafés, bookstores and retail spaces. A thematic analysis of the essays reveals not only the specific features of interiors that influence particular senses, but also how these in turn affect an individual’s feelings and level of comfort. The findings point toward the temporality of experience and embodied total experience, which should be considered more focally in design education and practice.