Mindfulness-Based Teaching and Learning Preparing Mindfulness Specialists in Education and Clinical Care

Section 1. Histories - Why MBTL: From Mindfulness to Mindfulness-Based Teaching and Learning  1.  How We Got Here: From Traditional to Secular-Scientific Mindfulness  2. Where We Are Now: Secular-Scientific Mindfulness and the Malaise of Modernity  3. What Happened: The Mainstreaming of Mindfulness Section 2. - Contexts - Where We Teach: MBTL in Institutional Contexts  4. Community and Continuing Education: Beyond Institutional Constraints  5. Healthcare: The Medicalization of Mindfulness  6. Higher Education: From Contemplative Studies to "Student Success"  7. PreK-12 Education: Where Social-Emotional and Inquiry-Based Learning Intersect  8. Workplace and Organizational Contexts  Section 3. Theories - Why Mindfulness Works: Theories Informing MBTL  9. Biological Theories of Embodied Cognition and Mindfulness  10. Cognitive Processing Theories  11. Buddhist Theories of Mindfulness and Learning  Section 4. Practices - What We Teach: The What, Why, and How of MBTL  12. Mindfulness as Body-Mind Communication  13. Mindfulness as Social-Emotional Learning  14. Mindfulness as Inquiry-Based Learning  Section 5. Methods - What We Do: Competencies and Professional Practice in MBTL  15. Transprofessional Competencies for MBTL Specialists: The MBTL-TCF  16. Curriculum Design for MBTL Specialists  17. Trauma-Informed Practice in MBTL  Section 6. Limits - What We Don't See: The Post-Modern Frontier of MBTL  18. The Limits of Professionalism: Navigating the Wilds of the (Post)Modern  19. From Self-Awareness to Ecological Awareness: Mindful Encounters with Wildlife During Intensive Silent Retreats

Biography

Seonaigh MacPherson, PhD, is a professor in the Faculty of Education and Community Development at the University of the Fraser Valley, where she is founder and coordinator of the MBTL graduate certificate program. A certified MBSR and MBCT teacher, she lives in British Columbia, Canada.

Patricia Rockman, MD, is an associate professor at the University of Toronto Department of Family Medicine, where she is cross-appointed to psychiatry. She is co-founder of the Centre for Mindfulness Studies in Toronto where she teaches MBSR, MBCT, and mindfulness-certification programs.

"Combining rigorous scholarship with an intuitive understanding of contemplative practice, this impressive book makes a compelling case for mindfulness as an embodied bridge linking the broad domains of education and self-growth. It is a wonderful resource for educators, mindfulness teachers, and professionals interested in fostering curiosity, sensory processing, and awareness as platforms for lifelong learning and well-being."  Zindel Segal, PhD, Distinguished Professor, University of Toronto, Scarborough

"Seonaigh MacPherson and Patricia Rockman have integrated material from a wealth of disciplines, distilling the teaching and learning of secular-scientific mindfulness to cultivate personal and societal wellbeing. In so doing, they bring divergent views of western mindfulness together, emphasizing a common and critical goal in a western world that is in dire need of working toward well-being on all levels."  Ellen Katz, PhD, associate professor, Factor-Inwentash Faculty of Social Work, University of Toronto

"This book is a deep dive into the mindfulness field, exploring many of its significant questions, themes, and controversies: its history, how mindfulness emerged in multiple sectors, and scientific and clinical issues. A standout is the useful rubric for evaluating and training mindfulness teachers. Thoroughly researched, meticulous, and comprehensive, this book will be a landmark text for the mindfulness field for years to come."  Diana Winston, director of mindfulness education, UCLA Mindful Awareness Research Center, and author of The Little Book of Being