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Author: Sarah E. Montgomery
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 150
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Book Description
How can we support our college students cultivating wide-awakeness, or a way of paying attention and being fully present to oneself and the world? How might we use mindfulness practices to help ourselves and our students become more wide awake, realize our interconnectedness, see what is possible, and transform our lives and the world around us? Educational philosopher Maxine Greene called for the need to intentionally promote wide-awakeness, which includes deepening our awareness, asking critical questions, recognizing that alternatives exist, and finding the agency to make changes personally and collectively. Mindfulness & Wide-Awakeness in Higher Education draws upon Greene’s work to explore the voices and experiences of college students who engaged in mindfulness practices during every class session in a cohort over an academic year and others who participated in a mindfulness group that met weekly for a year. The book explores how students used mindfulness to support their academic success, create a culture of connectedness, promote increased empathy, and fuel their sense of agency regarding social interactions and teaching the practices to others. In particular, the voices of students of color who chose to participate in the weekly mindfulness group are elevated and honored. A culminating chapter provides numerous examples of the mindfulness practices taught throughout the two-year study, serving as an accessible guide for higher education professionals interested in doing this work who would like ideas for where to begin or how to further develop their teaching and student support services. Overall, the book provides rich insights and practical approaches for how higher education faculty and staff can work together with students so we can all become more wide-awake to what is possible in our hearts, in our classrooms, on our campuses, and beyond. ENDORSEMENTS: "Mindfulness & Wide-Awakeness in Higher Education came into my life at the right time. The privileging of the voices of students of color and the collection of accessible mindfulness practices makes this a great tool for teacher educators across the country. If you are looking for a way to support your students’ mental health, academics, empathy, and agency, you will find all that and more in this book." — Denisha Jones, Sarah Lawrence College "This book contributes to mindfulness and contemplative practices in higher education with transformative learning and democratic education frameworks. It is an invitation to bring our whole authentic selves as faculty and students into the classrooms to be “wide awake” and see each other as human beings, not merely as our roles." — Bengü Ergüner-Tekinalp, Drake University "If you care deeply about the tangible outcomes of higher education for students and the degree to which those experiences awaken their curiosity about people, place, and planet, Mindfulness and Wide-Awakeness in Higher Education should be a must on your reading list. Sarah Montgomery provides an excellent framework to illustrate the power of teaching mindfulness and what is possible when we make time and space for woke teaching and learning." — Paulette Patterson Dilworth, The University of Alabama at Birmingham
Author: Sarah E. Montgomery
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 150
Get Book
Book Description
How can we support our college students cultivating wide-awakeness, or a way of paying attention and being fully present to oneself and the world? How might we use mindfulness practices to help ourselves and our students become more wide awake, realize our interconnectedness, see what is possible, and transform our lives and the world around us? Educational philosopher Maxine Greene called for the need to intentionally promote wide-awakeness, which includes deepening our awareness, asking critical questions, recognizing that alternatives exist, and finding the agency to make changes personally and collectively. Mindfulness & Wide-Awakeness in Higher Education draws upon Greene’s work to explore the voices and experiences of college students who engaged in mindfulness practices during every class session in a cohort over an academic year and others who participated in a mindfulness group that met weekly for a year. The book explores how students used mindfulness to support their academic success, create a culture of connectedness, promote increased empathy, and fuel their sense of agency regarding social interactions and teaching the practices to others. In particular, the voices of students of color who chose to participate in the weekly mindfulness group are elevated and honored. A culminating chapter provides numerous examples of the mindfulness practices taught throughout the two-year study, serving as an accessible guide for higher education professionals interested in doing this work who would like ideas for where to begin or how to further develop their teaching and student support services. Overall, the book provides rich insights and practical approaches for how higher education faculty and staff can work together with students so we can all become more wide-awake to what is possible in our hearts, in our classrooms, on our campuses, and beyond. ENDORSEMENTS: "Mindfulness & Wide-Awakeness in Higher Education came into my life at the right time. The privileging of the voices of students of color and the collection of accessible mindfulness practices makes this a great tool for teacher educators across the country. If you are looking for a way to support your students’ mental health, academics, empathy, and agency, you will find all that and more in this book." — Denisha Jones, Sarah Lawrence College "This book contributes to mindfulness and contemplative practices in higher education with transformative learning and democratic education frameworks. It is an invitation to bring our whole authentic selves as faculty and students into the classrooms to be “wide awake” and see each other as human beings, not merely as our roles." — Bengü Ergüner-Tekinalp, Drake University "If you care deeply about the tangible outcomes of higher education for students and the degree to which those experiences awaken their curiosity about people, place, and planet, Mindfulness and Wide-Awakeness in Higher Education should be a must on your reading list. Sarah Montgomery provides an excellent framework to illustrate the power of teaching mindfulness and what is possible when we make time and space for woke teaching and learning." — Paulette Patterson Dilworth, The University of Alabama at Birmingham
Author: David Buley
Publisher: Cambridge Scholars Publishing
ISBN: 1443858447
Category : Education
Languages : en
Pages : 215
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Book Description
The theme of deeply noticing the world of teaching and learning around us unifies the collected commentaries celebrated in this book. The contributing storytellers, teachers, researchers, poets, photographers, writers, mentors, and guides are integral to sustaining ‘the art of noticing deeply’ to foster wide-awakeness (as Maxine Greene termed it years ago), and engagement in teaching and learning settings and beyond. Such settings might be a forest, a global village, a virtual place, or a classroom. They may be places where skills of collaboration, social justice, problem-solving, critical thinking, ethical practice and lifelong learning are highlighted and celebrated. Together, the authors here explore the spaces where we teach and learn, spaces where we explore and interact, and the spaces where we pause and wonder. This book offers insight into ways in which the arts intersect teachers’ creative beings, and nudges the reader to think about refreshing and renewing what they ‘thought they knew’ about teaching and learning.
Author: Leigh Burrows
Publisher: Routledge
ISBN: 1351737201
Category : Education
Languages : en
Pages : 140
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Book Description
Although mindfulness can be located in a number of different traditions and disciplines, it was originally an esoteric and powerful practice based on developing a capacity attainable only by certain people. After previously publishing on the positive outcomes, in this book the author identifies a range of adverse effects of mindfulness meditation for some individuals that, from the point of view of mindfulness in schools and higher education, represents uncharted territory. The author demonstrates through research, personal experience and case studies how mindfulness activities can be safe for all students in education settings including the most vulnerable. This book assists teachers in school and higher education settings to make informed decisions about whether to include mindfulness in their teaching, depending on their own capacity, student cohorts and activities to make sure it is safe for more vulnerable students. This guidance is based on a combination of existing pedagogical and clinical knowledge about meeting the needs of vulnerable students, clients and patients and the specialized expertise of trained mindfulness clinicians and teachers. This book puts school and university teachers in the driver’s seat as regards mindfulness teaching in education settings. It argues that the only way forward for mindfulness in education is to adopt an individualized approach which builds on what effective teachers already do in their work with vulnerable students through extending their knowledge about mindfulness and its possible effects. In this way teachers’ existing skills are celebrated and extended, and mindfulness pedagogy develops organically with teachers, becoming a genuine and felt experience both for themselves and their students rather than an ‘add-on’ intervention.
Author: Narelle Lemon
Publisher: Springer
ISBN: 9811321434
Category : Education
Languages : en
Pages : 294
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Book Description
This book focuses on the way academics understand, embrace and enact the concepts of mindfulness in approaching their work in demanding and dynamic contemporary higher education environments. It examines how they implement formal and informal mindfulness practices that increase the capacity to transform mind and body states by drawing on concepts such as compassion, kindness, gratitude, curiosity, self-awareness and non-judgemental stances. The book provides insights into and highlights the struggles of scholars through their experiences and perspectives in relation to their identities, practices and job enactment. Each chapter author explains their mindfulness practices and their motivations for implementing them, and explores how mindful ways of researching, writing, learning and teaching, leading, and engaging with others leads us to self-awareness and engagement in the present.
Author: Donald McCown
Publisher: Springer Science & Business Media
ISBN: 9780387094847
Category : Medical
Languages : en
Pages : 250
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Book Description
The applications and use of mindfulness-based interventions in medicine, mental health care, and education have been expanding as rapidly as the empirical evidence base that is validating and recommending them. This growth has created a powerful demand for professionals who can effectively deliver these interventions, and for the training of new professionals who can enter the fold. Ironically, while the scientific literature on mindfulness has surged, little attention has been paid to the critical who and how of mindfulness pedagogy. Teaching Mindfulness is the first in-depth treatment of the person and skills of the mindfulness teacher. It is intended as a practical guide to the landscape of teaching, to help those with a new or growing interest in mindfulness-based interventions to develop both the personal authenticity and the practical know-how that can make teaching mindfulness a highly rewarding and effective way of working with others. The detail of theory and praxis it contains can also help seasoned mindfulness practitioners and teachers to articulate and understand more clearly their own pedagogical approaches. Engagingly written and enriched with vignettes from actual classes and individual sessions, this unique volume: Places the current mindfulness-based interventions in their cultural and historical context to help clarify language use, and the integration of Eastern and Western spiritual and secular traditio ns Offers a highly relational understanding of mindfulness practice that supports moment-by-moment work with groups and individuals Provides guidance and materials for a highly experiential exploration of the reader's personal practice, embodiment, and application of mindfulness Describes in detail the four essential skill sets of the mindfulness teacher “p> Proposes a comprehensive, systematic model of the intentions of teaching mindfulness as they are revealed in the mindfulness-based interventions Includes sample scripts for a wide range of mindfulness practices, and an extensive resource section for continued personal and career development Essential for today's practitioners and teachers of mindfulness-based interventions Teaching Mindfulness: A Practical Guide for Clinicians and Educators brings this increasingly important discipline into clearer focus, opening dialogue for physicians, clinical and health psychologists, clinical social workers, marriage and family therapists, professional counselors, nurses, occupational therapists, physical therapists, pastoral counselors, spiritual directors, life coaches, organizational development professionals, and teachers and professionals in higher education , in short, everyone with an interest in helping others find their way into t he benefits of the present moment.
Author: Jennifer Block-Lerner
Publisher: Routledge
ISBN: 1317747976
Category : Education
Languages : en
Pages : 272
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Book Description
The Mindfulness-Informed Educator moves a growing body of evidence related to the efficacy of mindfulness- and acceptance-based approaches to the context of higher education, suggesting ways to foster psychological flexibility within and outside of the classroom. In the book, professionals across education and psychotherapy will find best practices for teaching, treating, researching, and serving their communities in ways that are sensitive to context, consistent with their values, and mindful of the diverse array of mental-health and behavioral difficulties experienced by college and university students. Chapters incorporate the most cutting-edge research across disciplines and span educational levels and contexts within higher education, provide strategies for strengthening mindfulness- and acceptance-based pedagogy and program development, and provide user-friendly supplemental materials such as transcripts and sample assignments.
Author: Thomas Armstrong
Publisher: ASCD
ISBN: 1416627960
Category : Education
Languages : en
Pages : 170
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Book Description
In today's schools, students and teachers feel unprecedented—even alarming—levels of stress. How can we create calmer classrooms in which students concentrate better and feel more positive about themselves and others? Author Thomas Armstrong offers a compelling answer in the form of mindfulness, a secular practice he defines as the intentional focus of one's attention on the present moment in a nonjudgmental way. In Mindfulness in the Classroom, Armstrong - Explains how mindfulness affects the structure and function of the brain. - Provides an overview of mindfulness as both a personal practice and a classroom methodology that aligns with such educational models as Social and Emotional Learning (SEL), Positive Behavioral Intervention and Supports (PBIS), and Universal Design for Learning (UDL). - Shares and explains the extensive research that shows the positive effects of mindfulness practices in the classroom. - Describes how to adapt mindfulness for different grade levels, integrate it into regular school subjects, and implement it schoolwide. - Offers guidelines for teaching mindfulness responsibly, without religious overtones. Dozens of observations from teachers, students, researchers, and practitioners provide striking evidence of the power of mindfulness and offer hope to anyone who wants to make classrooms more productive places of learning.
Author: Laura I. Rendón
Publisher: Taylor & Francis
ISBN: 1000979164
Category : Education
Languages : en
Pages : 213
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Book Description
“Challenging, inspiring, beautifully written, and unusual, this book calls readers to find ways to link mind and heart -- thinking and feeling -- to transform teaching and learning in higher education. Laura Rendón has illustrated how one can unite one's deep beliefs, values, and feelings, with one's keen analytical and intellectual abilities...an important, thought-provoking, and unique addition to the literature on teaching, learning, and the academic life.”—The Review of Higher Education on the first edition This new and expanded edition of the acclaimed and successful book by nationally-recognized student advocate, activist scholar and contemplative educator, Laura I. Rendón, will surely find new audiences who are eager to create teaching and learning environments where the learner is fully present and engaged using the full capacities of mind, body and senses; and where the learning experience can be simultaneously subjective and objective, a view which challenges the privileged notion that only reason and objective modes of learning are valid. While the pedagogy can be employed with all students, Rendón provides support for faculty who work with low-income, first-generation, and racially-minoritized learners. Sentipensante Pedagogy benefits all students through holistically meeting their emotional needs and quest for knowledge, and simultaneously fostering their civic sense, critical consciousness, and community engagement. Rendón offers an inspirational and contemplative pedagogy that leverages student assets and addresses the rhythmic balance and interconnection between intellectual, social, emotional, and inner-life skill development. The book blends academic discussions about pedagogy and diverse world views as it inspires a new generation of faculty and staff to develop blueprints for democratic, decolonial teaching and learning environments.The sensing / thinking approach has been successfully adopted and adapted in courses and seminars across many academic disciplines, including STEM, in two- and four-year colleges institutions. Several colleges and universities have created centers around contemplative studies and pedagogy with applications extending to the K-12 education arena. As with adopting any new pedagogical approach, planning and thought needs to be given on how to integrate its reflective and creative elements with course content. This book offers inspiration and guidance for faculty who want to holistically address the needs, aspirations, and individual development of their students.
Author: Patricia A. Jennings
Publisher: W. W. Norton & Company
ISBN: 0393710890
Category : Education
Languages : en
Pages : 288
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Book Description
Mindful awareness practices to help teachers recognize and regulate emotional reactivity in their classrooms. Teaching is one of the most rewarding professions, but also one of the most demanding. This book offers simple, ready-to-use, and evidence-proven mindfulness techniques to help educators manage the stresses of the classroom, cultivate an exceptional learning environment, and revitalize both their teaching and their students’ knowledge acquisition. Drawing on basic and applied research in the fields of neuroscience, psychology, and education, as well as the author’s extensive experience as a mindfulness practitioner, teacher, and scientist, it includes exercises in mindfulness, emotional awareness, movement, listening, and more, all with real-time classroom applications.
Author: Donald McCown
Publisher: Springer
ISBN: 3319301004
Category : Psychology
Languages : en
Pages : 481
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Book Description
This master-class-in-a-book is designed to guide teachers of mindfulness-based interventions (MBI) in continuing to develop more competence while raising global standards of practice and pedagogy. Starting with the central yet elusive concept of stewardship, it then expands upon the core components of MBI pedagogy. A series of reflective essays by MBI teachers from around the world foregrounds differences and challenges in meeting participants “where they are.” Such reflections are both inspiring and thought-provoking for teachers —wherever they are. The book also provides practical guidance and tools for adjusting teaching style and content for special populations, from chronic pain patients to trauma survivors, from health care professionals to clergy, and including many others. Detailed scripts and practices, ready to adopt and adapt, offer opportunities to explore new directions in the classroom, and to continue the life-long development of the teacher. Included in the coverage: Deepening teachers’ skills of guidance of meditation practices Insights into the essential practice of inquiry and dialogue with participants New practices that allow participants to explore mindfulness together in a spoken encounter How to keep up with, review, and make clear to participants the range of scientific evidence supporting the MBIs The breadth of practical insights and hands-on strategies makes Resources for Teaching Mindfulness a unique developmental asset for a wide range of practitioners around the world. Among those who will benefit are physicians and other medical practitioners, health and clinical psychologists, marriage and family therapists, nurses, clinical social workers, physical and occupational therapists, health educators, and organizational development specialists.
