Mindfulness in Education

2020 ◽  
Keyword(s):  
Mindfulness In Education

Teaching Mindfulness in Education

2014 ◽  
Author(s):  
Glenna L. Howell
Keyword(s):  
Mindfulness In Education

Teaching Mindfulness in Education Observation Scale

2019 ◽  
Author(s):  
Patricia C. Broderick ◽  
Jennifer L. Frank ◽  
Elaine Berrena ◽  
Deborah L. Schussler ◽  
Kimberly Kohler ◽  
...  
Keyword(s):  
Observation Scale ◽  
Mindfulness In Education

Educational policy shifts: A critical review of the emerging trend of mindfulness in education

2021 ◽  
pp. 147821032110372
Author(s):  
Celeste Duff
Keyword(s):  
Political Economy ◽  
Educational Policy ◽  
Critical Review ◽  
Well Being ◽  
The Political ◽  
Social Emotional ◽  
School Based ◽  
Mindfulness In Education ◽  
And Shifts ◽  
Policy Shifts

Globally, mindfulness is an emerging and innovative trend in education. Specifically, in school-based education, there has been growing excitement surrounding the implementation of mindfulness. Although policy, political and economic shifts and powers may seem quite far removed from the realities of children and mindfulness, the political economy does indeed saturate and shape children’s lives in multiple ways. The purpose of this review is to chart some of the economic and political contexts and highlight some of the shifts that may speak to the emerging trend of mindfulness in education. This critical review addresses the themes and shifts in economies and educational policy, highlights links between neuroscience-based discourses, mindfulness, social-emotional learning and emotional well-being in education.

scholarly journals smartEducation: Developing Stress Management and Resiliency Techniques

2017 ◽  
Vol 10 (2) ◽  
pp. 241-255 ◽  
Author(s):  
Karen Ragoonaden
Keyword(s):  
Preservice Teachers ◽  
Pilot Study ◽  
Stress Management ◽  
Professional Learning ◽  
Evidence Based ◽  
Face To Face ◽  
Renewal Program ◽  
Mindfulness In Education ◽  
Faculty Of Education ◽  
And Control

smartEducation (Stress Management and Resiliency Techniques) is a mindfulness-based professional learning initiative positioned in a Faculty of Education of a Western Canadian university. Following similar evidence-based initiatives of mindfulness in education, the smartEducation curriculum comprises nine sessions offered in a variety of face-to-face, intensive, and blended formats. This renewal program supports the development of self-care techniques to cultivate personal and professional resilience through a greater understanding and control of breath, movement, and the physiology of emotions. The 20-hour program consists of eight two-hour sessions and a four-hour silent retreat. This article provides an overview of the research supporting mindfulness in education and presents the results of a pilot study conducted with preservice teachers enrolled in the smartEducation course.

Mindfulness in education: the case of Singapore

2018 ◽  
Vol 4 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Kiat Hui Khng
Keyword(s):  
Mindfulness In Education

scholarly journals Rethinking Mindfulness in Education within Two Frameworks: Articulating the “Threefold Model of Mindful Wisdom” with the “Theory of Mental Interference”

Religions ◽  
2022 ◽  
Vol 13 (1) ◽  
pp. 66
Author(s):  
Kamala Klebanova
Keyword(s):  
Public Education ◽  
Cognitive Processes ◽  
Special Interest ◽  
Educational Systems ◽  
Basic Approach ◽  
Psychological Mechanisms ◽  
Interdisciplinary Field ◽  
Mindfulness In Education ◽  
The University

The existent trend of implementing mindfulness-based programs (MBPs) into public education came along with an increasing scientific record regarding the definitional construct of mindfulness, effects of various mindfulness-based interventions and their basic mechanisms. In terms of the rising definitional discourse in the interdisciplinary field of mindfulness, the “threefold model of mindful wisdom” (TMMW) was proposed. In the present paper’s quest of rethinking mindfulness in education, the relevance of the TMMW for didactics in modern Western educational systems (with special interest on the region of Germany) is examined, affirmed in several points and—with the aid of the “Theory of Mental Interference” (TMI)—methodically linked to individual learners’ needs. The TMI has been developed at the University of Hamburg since 1984 by Wagner and colleagues. This is compatible with the TMMW with regard to the concept of self and basic psychological mechanisms of “mindful exercises”. Its basic approach conceives the epistemic level of cognitive processes (1) to be unbiased by affect and (2) to be different from a level of mental interference, which in case of an arising default habitually interferes with the cognitive processes. Implications for further research, for modern educational systems and for MBPs in education are discussed.

Mindfulness in education

2020 ◽  
pp. 57-73
Author(s):  
Mary Katherine A. Schutt ◽  
Joshua C. Felver
Keyword(s):  
Mindfulness In Education
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