| 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 | 407 | 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 | 124 | 2015 |
| Mindfulness in education at the intersection of science, religion, and healing O Ergas Critical Studies in Education 55 (1), 58-72, 2014 | 113 | 2014 |
| 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 | 104 | 2019 |
| Reconstructing'education'through mindful attention: Positioning the mind at the center of curriculum and pedagogy O Ergas Palgrave Macmillan UK, 2017 | 104 | 2017 |
| Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education O Ergas Journal of Philosophy of Education 53 (2), 340-358, 2019 | 85 | 2019 |
| A contemplative turn in education: charting a curricular-pedagogical countermovement O Ergas Pedagogy, Culture & Society 27 (2), 251-270, 2019 | 81 | 2019 |
| Reclaiming ethics through “self”: A conceptual model of teaching practice O Ergas Teaching and Teacher Education 68, 252-261, 2017 | 41 | 2017 |
| Reclaiming “self” in teachers' images of “education” through mindfulness as contemplative inquiry O Ergas Journal of Curriculum and Pedagogy 14 (3), 218-235, 2017 | 41 | 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 |
| Philosophy East/West: Exploring intersections between educational and contemplative practices O Ergas, S Todd John Wiley & Sons, 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 | 33 | 2018 |
| 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 | 29 | 2013 |
| Education and mindfulness practice: Exploring a dialog between two traditions O Ergas Mindfulness 10 (8), 1489-1501, 2019 | 27 | 2019 |
| 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 | 26 | 2014 |
| Descartes in a'Headstand': Introducing'Body-Oriented Pedagogy' O Ergas Paideusis 21 (1), 4-12, 2013 | 26 | 2013 |
| 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 (6), 1723-1735, 2018 | 25 | 2018 |
| Does mindfulness belong in higher education?–an eight year research of students’ experiences O Ergas, LL Hadar Pedagogy, Culture & Society 31 (3), 359-377, 2023 | 23 | 2023 |
| 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 | 21 | 2016 |
| Attention please: Positioning attention at the center of curriculum and pedagogy O Ergas Journal of Curriculum Theorizing 26 (1), 2010 | 19 | 2010 |
Linor HadarUniversity of Haifa在 a-hadar.co.il 的电子邮件经过验证
