Contemplative Pedagogy: Mindfulness Methodology in Education & Human Development

Abstract

Today"s children and adolescents live in a digital era, exposed to technology at a young age and often times maintain fast-paced lifestyles. Expectations for students in education have increased steadily in recent decades. In accordance with student lifestyles and heightened expectations in academia, education for children in P-12 has become consistently saturated with technological-based enhancements. As a result, educators continuously search for innovative pedagogical approaches, such as contemplative pedagogy that reaches their students academically. Furthermore, modern pedagogical approaches frequently encompass a social and emotional component; consequently influencing the naturalistic development of the student. The aim of this research is to explore contemplative pedagogy with a special emphasis upon mindfulness methodology in the field of education as it affects the naturalistic development of children and adolescents in P-12. The author first begins by exploring contemplative pedagogy in education, followed with the influences of mindfulness-based practices, including contemplative pedagogical practices for the current educator. Finally, the author highlights related implications and offers suggestions for further research.

Holistic Educational Approach: Cooperative Learning and Mindfulness in the Training of Future Teachers

“…Studies have demonstrated that students experiencing stress are not able to learn; their level of anxiety is so high that it is impossible for them to concentrate in class. Meditation reduces students' stress levels, inducing a change in brain waves and provoking more states of calm, i.e., a brain that functions better (Flores, 2017;Leon, 2008).…”

“…Most of the works published to date include mindfulness practices individually (Flores, 2017;Park, Long, Chose, & Schallert, 2018), as something separate from the methodologies used to learn the contents and competences of a certain course.…”

“…Literature related to contemplative practice in higher education is very limited and primarily focuses on the wide range of available practices and their outcomes at individual and programmatic levels (Mañas, Franco, Montoya, & Gil, 2014;Flores, 2017). As previously mentioned, the ultimate aim of engaging in contemplative practices in classrooms (i.e.…”