Studies in Philosophy and Education

, Volume 37, Issue 3, pp 323–327 | Cite as

Reply to Lewin

  • Oren Ergas

David Lewin’s review of my book raises several challenging questions. I firstly thank him for his nuanced reading and will add that I take great joy in engaging with his insightful arguments. In this short response, I will not be able to respond to all of Lewin’s questions. My strategy will be to address some of them by positioning them within the broader narrative of this book.

As Lewin begins: “The basic concern of this book is to show that learning about ourselves is a vital educational endeavor.” I’ll use this claim to provide structure for my response. First, I’ll flesh this claim out and say something about the long journey that this book takes to get to it. This will help tackle some questions Lewin poses concerning education and socialization as well as the apparent dichotomy of mind-world that the book poses and explores. Second, I’ll accentuate the above claim significantly, for this book is about liberating the mind through mindful attention and this requires—as the subtitle...


  1. Ergas, O. 2018. Schooled in our own minds: Mind-wandering and mindfulness in the curriculum. Journal of Curriculum Studies 50 (1): 77–95.CrossRefGoogle Scholar
  2. Ergas, O., and A. Berkovich-Ohana. 2017. The self-generative mind in education: Review and future possibilities. Mind, Brain and Education 11 (4): 213–226.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.Beit Berl CollegeKfar SavaIsrael

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