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

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

Complexity of the modern era has led to increased difficulties of people, especially the youth. Living in the current stressful, uncertain, and highly stimulating technological era is not very easy for the young ones. Hence, there is an urgency to teach skills of stress management and resilience among children through mindfulness-based practices. This change in the present scenario has attracted the attention and interest of psychologists and educationists to the practice of mindfulness-based interventions with children and adolescents for enhancing their overall well-being. The last few years have observed a growing number of research and applications of mindfulness in educational settings because of its effectiveness and the urgent need of prevention and interventions of the youths' problems. In this chapter, the author has discussed research supporting the idea of mindfulness in education for both students and teachers and its usage to increase the academic performance, enhance overall wellbeing, and reduce the stress level of youth.

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

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.

Mindfulness “in” Education as a Form of Iatrogenesis

Mindfulness-based interventions (MBIs) can result in positive “side effects,” such as concentration and individual well-being, highly desirable to schools operating within a neoliberalist agenda emphasizing performativity. However, employing a critical literature review, we argue that adverse side effects also occur, though under-researched. We engage critical and systems theories, within a broader complexity paradigm, to show how MBIs manifest as a form of “iatrogenesis,” whereby a “sleight of hand” occurs, offsetting systemic fallibility as individual culpability. Iatrogenesis provides both “cancer” and “cure,” the source of much stress and the means to cope, leaving systems under-critiqued whilst the individual is expected to adjust to this logic. Guised like this, MBIs may do more harm than good, obfuscating deeper transformation of self and society. We conclude by uniting with those who argue the need to embrace more authentic and holistic versions of mindfulness for individual and social transformation to occur.

Mindfulness in Education: Insights Towards an Integrative Paradigm

This chapter reviews mindfulness in education and presents its role in the context of holistic well-being and a whole-child approach. We discuss the diverse initiatives and pedagogies of mindfulness in education around the world and present their potential contributions to students and teachers. Research outcomes, empirical findings, and synergy with positive education are examined.

Mindfulness in Education and Paulo Freire: a reflective approach

This essay makes a theoretical reflection upon possible conceptual proximities between the contemporary application of Mindfulness in education and the educational proposals of Paulo Freire. The study manages to approximate Freire to Mindfulness through a few concepts such as “openness to the new” and ‘critical curiosity’, which are related to a certain kind of development of awareness. We conclude that the contributions of mindfulness to the educational process as understood by Paulo Freire are related to the ability to develop a state of presence that brings more awareness to mental and emotional states, as much as it leads to conscious actions opposed to actions in the autopilot. Awareness (which is close to the concept of action-reflection in Freire) becomes, thus, a keyword for transformation towards lesser mental, emotional, physical and social/interpersonal suffering, both in Freire and in Mindfulness.