Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis LL Hadar, O Ergas, B Alpert, T Ariav European Journal of Teacher Education 43 (4), 573-586, 2020 | 301 | 2020 |
The deeper teachings of mindfulness-based ‘interventions’ as a reconstruction of ‘education’ O Ergas Journal of Philosophy of Education 49 (2), 203-220, 2015 | 109 | 2015 |
Mindfulness in education at the intersection of science, religion, and healing O Ergas Critical Studies in Education 55 (1), 58-72, 2014 | 108 | 2014 |
Reconstructing'education'through mindful attention: Positioning the mind at the center of curriculum and pedagogy O Ergas Palgrave Macmillan UK, 2017 | 93 | 2017 |
Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017 O Ergas, LL Hadar Review of Education 7 (3), 757-797, 2019 | 76 | 2019 |
A contemplative turn in education: charting a curricular-pedagogical countermovement O Ergas Pedagogy, Culture & Society 27 (2), 251-270, 2019 | 71 | 2019 |
Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education O Ergas Journal of Philosophy of Education 53 (2), 340-358, 2019 | 69 | 2019 |
Reclaiming ethics through “self”: A conceptual model of teaching practice O Ergas Teaching and Teacher Education 68, 252-261, 2017 | 40 | 2017 |
Educating the wandering mind: Pedagogical mechanisms of mindfulness for a curricular blind spot O Ergas Journal of Transformative Education 14 (2), 98-119, 2016 | 34 | 2016 |
Schooled in our own minds: mind-wandering and mindfulness in the makings of the curriculum O Ergas Journal of Curriculum Studies 50 (1), 77-95, 2018 | 30 | 2018 |
Reclaiming “self” in teachers' images of “education” through mindfulness as contemplative inquiry O Ergas Journal of Curriculum and Pedagogy 14 (3), 218-235, 2017 | 30 | 2017 |
Philosophy east/west: Exploring intersections between educational and contemplative practices O Ergas, S Todd John Wiley & Sons, 2016 | 30 | 2016 |
Two mind-altering curriculums: Contemplation, mindfulness, and the educational question whether “to think or not to think?” O Ergas Journal of transformative education 11 (4), 275-296, 2013 | 28 | 2013 |
Descartes in a'Headstand': Introducing'Body-Oriented Pedagogy' O Ergas Paideusis 21 (1), 4-12, 2013 | 24 | 2013 |
Overcoming the philosophy/life, body/mind rift: Demonstrating yoga as embodied-lived-philosophical-practice O Ergas Educational Philosophy and Theory 46 (1), 74-86, 2014 | 22 | 2014 |
Contemplative neuroscience as a gateway to mindfulness: findings from an educationally framed teacher learning program O Ergas, LL Hadar, N Albelda, N Levit-Binnun Mindfulness 9, 1723-1735, 2018 | 20 | 2018 |
Knowing the unknown: Transcending the educational narrative of the Kantian paradigm through contemplative inquiry O Ergas Establishing a spiritual research paradigm. Toronto: Information Age …, 2016 | 19 | 2016 |
Education and mindfulness practice: Exploring a dialog between two traditions O Ergas Mindfulness 10 (8), 1489-1501, 2019 | 15 | 2019 |
Education and time: Coming to terms with the “insufficiency of now” through mindfulness O Ergas Studies in philosophy and education 38 (2), 113-128, 2019 | 14 | 2019 |
The post-secular rhetoric of contemplative practice in the curriculum O Ergas New social foundations for education: Education in post-secular society, 107-130, 2015 | 14 | 2015 |