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Consciousness-based education has been described as both an innovative method for developing the consciousness, and thereby the creativity, learning ability and behaviour, of students, and a pedagogical approach designed to reverse negative trends in schools. For either purpose, it has in the last 20 years been implemented in hundreds of schools in 49 countries, for which a considerable body of literature documents its impact on the mental and physical health, learning ability, social relations, and academic achievement of students. However, while the approach has been implemented in two schools in northern Bali, Indonesia – SMA Negeri Bali Mandara and SMK Negeri Bali Mandara – the nature and scope of its potential impact on individual and collective life have yet to be examined. Using an embedded multiple-case research design, the present study seeks to fill this gap in the literature by exploring the experiences and viewpoints of current students, former students, teachers, a Principal, and parents of students participating in consciousness-based education in Bali. Results from this unique educational setting indicate that outcomes are somewhat consistent with international findings, but several unique characteristics of secondary education in Bali have emerged which shine further light on understanding this novel pedagogical approach to student development.

Consciousness-based education in Bali: a second- and third-person embedded multiple-case study of Negeri Bali Mandara