Enhancing Reflection within Situated Learning by Alexis M. Stoner & Katherine S. Cennamo

Author:Alexis M. Stoner & Katherine S. Cennamo
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

4.2 Mindfulness in Education

There has been a large interest in the application of mindfulness across disciplines, especially for clinical and psychological treatment. Mindfulness approaches such as mindfulness-based stress reduction and dialectical behavior therapy are often used to help patients with a variety of clinical diagnoses including pain management, anxiety, depression, addiction, and many other behavioral disorders (Bishop et al. 2004; Shapiro 2009; Kabat-Zinn 2003, 1982). Additionally, mindfulness is increasingly being incorporated into educational curriculums across disciplines as an instructional strategy (Bush 2011; Lynn 2010). Educators and administrators have taken an interest in determining how being more patient in the classroom affects cognitive functions and learning outcomes (Bush 2011). As a result, several organizations have been established including the Center for Contemplative Mind in Society, the Association for Mindfulness in Education, and Mindfulness in Education Network, which have increased awareness and encouraged bringing mindfulness practices into the classroom (Davis 2014).

Mindfulness plays a different role in an educational setting as compared to clinical practice . According to Stewart (2010), practicing mindfulness allows students to approach learning with cognitive flexibility, preventing mindless automated behavior and enhancing the ability to fully embrace the moment for future transfer of knowledge. Ritchhart and Perkins (2000) describe the role of mindfulness in education:Consequently, the real educational potential for mindfulness lies not in raising test scores but in addressing some of the other intractable problems of education such as the flexible transfer of skills and knowledge to new contexts, the development of deep understanding, student motivation and engagements, the ability to think critically and creatively, and the development of more self-directed learners.

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