This book explores how mindfulness has been infused into education to produce favorable outcomes, such as stress reduction, heightened focus, resilience, calmness, alertness, mood regulation, self-awareness, professional commitment, and increased compassion and kindness to self and others.
The chapters are situated in diverse contexts, including schools and colleges, warfare, violent extremism, global warming, child sex abuse, and species extinction. A feature of the book is the use of what is learned from ongoing research to design interventions to increase the incidence of mindful practices, to enhance learning and forms of conduct to transform social life and sustain harmonious lifestyles. Inclusion of mindfulness-based interventions in teacher education programs include breathing meditation and tools such as heuristics and mindful writing. Breathing meditation and its relationship to mindfulness is addressed, including abdominal breathing as a component of meditation, leading to mindful conduct and physiological changes, including heart rate and blood oxygenation levels. The extent to which breathing practice includes nasal and oral inhalation and exhalation is also considered in relation to increasing levels of nitric oxide in the airways, thereby enhancing social communication and wellness.
This book was originally published as a special issue of Learning: Research and Practice.
Table of Contents
1. Introduction – Mindfulness in education 2. Being with mindfulness: some blissful blessings 3. Mindfulness for adulting 4. The alignment argument: at the crossroads between mindfulness and metacognition 5. Reaching out to the disaffected: mindfulness and art therapy for building resilience to violent extremism 6. Mindfulness in education: the case of Singapore 7. Mindfulness – seeping through the cracks in the American context of teacher education 8. A mindful inquiry towards transformative curriculum vision for inclusive mathematics education 9. Deep breathing as a mindfulness practice in year 10 science 10. Emerging understandings of mindfulness through experiential awareness 11. The role of mindfulness in harmonising sustainable lifestyles
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of the City University of New York, USA. He has undertaken research on teaching, learning, and learning to teach science since 1973. His present research addresses mindfulness, emotion, wellness, and sustainability, focusing on educating the public, birth through death, and emphasizing literacy for sustainable and happy/healthy lifestyles.