Mindful Teaching and Learning: Developing a Pedagogy of Well-Being
features a community of scholar-practitioners from across
disciplines, methodologies, and ideological perspectives exploring
and examining contexts that support mindful teaching, mindful
learning, and a pedagogy of well-being. Collectively, these
chapters document and analyze the opportunities and challenges
within pedagogical sites and discuss how the disposition of
mindfulness can be nurtured and sustained in educational practice
and praxis. Bolstered by the positive evidence-based standards
emanating from clinical settings, mindfulness based training has
spread into a variety of other fields like psychology, healthcare,
and more recently, education. Within pedagogical environments, an
emergent secular conception of mindfulness, under the auspices of
educational psychologists like Langer (1987; 1997), Goleman,
(2008), Lantieri (2008), Roeser, Skinner, Beers, and Jennings,
(2012), and Schonert-Reichl and Lawlor (2010), is making headway.
Consequently, Mindfulness Training (MT) resources have been applied
to educational contexts in order to maximize the academic,
emotional, physical, and psychological benefits provided by this
mind-body approach to well-being. Acknowledging the increasing
evidence base for the efficacy of mindfulness interventions as well
as the elevated stress levels reported by many educators and their
students, this book discusses how mindful practices, praxis, and
research can inform and support pedagogy, curriculum, and
leadership initiatives in higher education in the twenty-first
century. Alongside the multitude of recent studies in the area of
Mindfulness, contributors discuss their own experiences using
Self-study, Contemplative pedagogy, Living Educational Theory, and
Curriculum Inquiry. The content of this book examines ways in which
to develop habits of mind and courses of action, as well as a
curriculum of study that can support educators as they cultivate
competencies for thriving and coping with the modern demands of
being a teacher.
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