| Manifesto for a post-critical pedagogy N Hodgson, J Vlieghe, P Zamojski punctum books, 2018 | 99 | 2018 |
| The deeper teachings of mindfulness‐based ‘interventions’ as a reconstruction of ‘education’ O Ergas Journal of Philosophy of Education 49 (2), 203-220, 2015 | 69 | 2015 |
| Mindfulness in education at the intersection of science, religion, and healing O Ergas Critical Studies in Education 55 (1), 58-72, 2014 | 68 | 2014 |
| Reconstructing'education'through mindful attention: Positioning the mind at the center of curriculum and pedagogy O Ergas Springer, 2017 | 47 | 2017 |
| Reclaiming ethics through “self”: A conceptual model of teaching practice O Ergas Teaching and Teacher Education 68, 252-261, 2017 | 28 | 2017 |
| A contemplative turn in education: charting a curricular-pedagogical countermovement O Ergas Pedagogy, Culture & Society 27 (2), 251-270, 2019 | 27 | 2019 |
| Educating the wandering mind: Pedagogical mechanisms of mindfulness for a curricular blind spot O Ergas Journal of Transformative Education 14 (2), 98-119, 2016 | 21 | 2016 |
| Philosophy East/West: Exploring intersections between educational and contemplative practices O Ergas, S Todd John Wiley & Sons, 2016 | 20 | 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 | 19 | 2018 |
| 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 | 18 | 2014 |
| 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 | 18 | 2013 |
| 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 | 17 | 2019 |
| Descartes in a'Headstand': Introducing'Body-Oriented Pedagogy' O Ergas Paideusis 21 (1), 4-12, 2013 | 15 | 2013 |
| Reclaiming “self” in teachers' images of “education” through mindfulness as contemplative inquiry O Ergas Journal of Curriculum and Pedagogy 14 (3), 218-235, 2017 | 13 | 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 | 12 | 2019 |
| Knowing the unknown: Transcending the educational narrative of the Kantian paradigm through contemplative inquiry O Ergas Towards a spiritual research paradigm: Exploring new ways of knowing …, 2016 | 12 | 2016 |
| 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 | 10 | 2015 |
| 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 | 9 | 2018 |
| Attention please: Positioning attention at the center of curriculum and pedagogy O Ergas Journal of Curriculum Theorizing 31 (2), 2016 | 9 | 2016 |
| Body-oriented pedagogy: When Descartes assumes a headstand O Ergas Paideusis 21 (1), 4-12, 2013 | 8 | 2013 |
Linor HadarBeit Berl CollegeVerified email at a-hadar.co.il
