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Books > Social sciences > Education > Organization & management of education
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Safeguarding Mindfulness in Schools and Higher Education - A Holistic and Inclusive Approach (Paperback)
Loot Price: R610
Discovery Miles 6 100
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Safeguarding Mindfulness in Schools and Higher Education - A Holistic and Inclusive Approach (Paperback)
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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.
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