Decades of research suggest that Mindfulness-Based Stress Reduction (MBSR) training supports a greater capacity to live with chronic medical conditions and contributes to lowering stress levels. This paper introduces a model for a Mindfulness-Based Recovery from Stroke (MBRfS) for promoting stroke recovery, informed by the lived experience of the author (a stroke survivor and certified MBSR instructor), the research literature regarding MBSR training, and the specific challenges of stroke recovery. Four themes emerged from the autoethnographic analysis that informed the proposed model: Readiness to accept the stroke event and the acquired brain injury, navigating uncertainties of stroke recovery with awareness and self-responsibility for outcomes, trusting the inherent wisdom of the body as a stroke recovery “teacher”, and increased capacity to integrate complex emotions with self-compassion, and a sense of wholeness. A four-component MBRfS model is offered, which consists of an integration amongst a modified MBSR framework, emergent attitudinal themes, and insights from the autoethnographic vignettes. The MBRfS model offers a path for providing participants with a supportive experience within stroke recovery. Recommendations and suggestions for future studies are offered to support the development of MBRfS for stroke survivors and their caregivers, as well as contributing to healthcare providers.

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The purpose of this study is twofold: (a) to assess the perceived relevance of the Seven Timeless Principles and guidelines posited by Gregory (1886) for current educators and educators-in-training and (b) to develop and pilot test the instrument needed to accomplish the former. The “Rules for Teachers” Gregory attributes to each of these laws were used as guidelines to develop an assessment instrument. Eighty-four educators and future educators across three universities participated in an online survey using a 4-point Likert scale to evaluate the consistency of Gregory’s guidelines with modern best-teaching practices. Responses were framed within the Timeless Principles, providing a measure of pedagogical universality. Total mean scores for all principles and guidelines were greater than 3.0, suggesting that Gregory had indeed identified foundational principles of teaching and learning that maintain relevance across academic disciplines and in a variety of settings in which learning occurs.

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