Teaching with Mindfulness: Pedagogy of Being-with/for and Without Being-with/for

Mindfulness-based practice has growing notability in various disciplines. By examining the four foundations of mindfulness in Buddhist teaching, this paper calls for moving beyond therapeutic and mechanical use of mindfulness; instead, contemplating to the principles of emptiness and non-attachment of Buddhist teaching in mindfulness practice and pedagogy. Also, the paradoxical notions of being-with/for and without being-with/for of Taoism in understanding friendship are introduced to further examine emptiness and nonattachment in human relations. Unfolding important thoughts in Buddhism and Taoism these two Eastern philosophies, I start from exploring mindfulness as experience, the meanings and foundations of mindfulness in Buddhism, then move onto examining the Dao of being-with and being-for of Zhuangzi that emphasizes fasting the mind when attending to friendship. This article ends with pedagogical practices that embody mindfulness teaching of being-with/for and without being-with/for