Chapter 1. Introduction: The Problem with Education is 'Education'. Forget 'Education'. Study the Mind. -- PART I. Fundamentals of Mind, Fundamentals of 'Education' -- Chapter 2. Attention, Space, Time and 'Education' -- Chapter 3. 'Education' and the Pruning of the Mind -- PART II. The Expulsion of Mind from 'Education': A Diagnosis of the Current 'Educational' Construct -- Chapter 4. 'Knowledge' and the 'Curriculum' in Time and Space -- Chapter 5. Pedagogy and Meta-Pedagogy -- PART III. The Inner Curriculum -- Chapter 6. The Ethics of the Inner Curriculum -- Chapter 7. The Curriculum of Embodied Perception -- Chapter 8. The Curriculum of Me -- Chapter 9. The Curriculum of I -- Chapter 10. Conclusion: The Reconstruction of 'Education' and the 'Contemplative Turn'.

‘A work of true originality and insight…this book offers a stunning journey through the fields of contemplative practice, neuroscience, philosophy and educational theory…passionate and bold, both serious and playful, and unlike any other book I have read in the field.’ -Sharon Todd, Head of Education Department, Maynooth University, Ireland ‘Provides one of the deepest and most challenging approaches that conceptualizes what undergirds the “contemplative education” revolution…A must-read for anyone who is fascinated by education, its challenges and its promises.’ -Ofra Mayseless, Professor of Educational Psychology, University of Haifa, Israel ‘Challenges all interested in contemplation, education, ethics and the future of our planet to think anew about what curriculum and pedagogy *ought to be*.’ -Robert W. Roeser, Bennett Pierce Professor of Care and Compassion, Penn State University, USA ‘After reading this book you will see your mind and what we refer to as “education” from a new perspective’. -John (Jack) P Miller, Professor of Curriculum, Teaching and Learning, University of Toronto, Canada This book reconstructs the idea and practice of education. Rather than conceiving of education as a process we undergo in which our minds are shaped by a social vision, Oren Ergas turns this notion of education on its head, arguing instead that we ourselves construct education. The multitude of problems with formal education and schooling, such as violence, inequality, and low achievements, are then seen as reflections of problems of the mind, meaning that close study of the mind is necessary if these problems are to be successfully tackled. Through philosophy, neuroscience and psychology, this book proposes a new perspective on ‘educational’ theory, practice and research. It will be of great interest to students and teachers, scholars of education, and educational policy-makers. < .

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